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Compassion in the STEM Curriculum : = Integrating Emotional Peer Support Within Undergraduates' Classroom Work.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Compassion in the STEM Curriculum :/
Reminder of title:	Integrating Emotional Peer Support Within Undergraduates' Classroom Work.
Author:	Berezin, Jared David.
Description:	1 online resource (232 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 84-06, Section: A.
Contained By:	Dissertations Abstracts International84-06A.
Subject:	Education. -
Online resource:	click for full text (PQDT)
ISBN:	9798358499744

Compassion in the STEM Curriculum : = Integrating Emotional Peer Support Within Undergraduates' Classroom Work.
Berezin, Jared David.

Compassion in the STEM Curriculum :Integrating Emotional Peer Support Within Undergraduates' Classroom Work. - 1 online resource (232 pages)

Source: Dissertations Abstracts International, Volume: 84-06, Section: A.

Thesis (Ph.D.)--Lesley University, 2023.

Includes bibliographical references

Students' academic success and wellbeing are interconnected, yet university classrooms rarely promote mental health. To bridge the divide between academic and social-emotional learning, I introduced a classroom intervention titled the Care Bear Connection, during which students were required to post a message in Slack offering support to their classmates. In this mixed methods study, quantitative data were collected from first-year undergraduates (N = 36) in two team-based engineering courses (intervention group n = 24; comparison group n = 12). A pre- and post-intervention survey assessed students' beliefs and experiences in their respective course concerning six compassion-related variables: social connectedness, compassion toward classmates, compassion from classmates, seeking support, offering support, and classroom climate. The qualitative data collected included students' Slack posts and individual interviews with participants from the intervention group (N = 6). Pre-post survey changes showed no significant differences in the comparison group, while significant pre-post changes were found in the intervention group across all six variables (p < .05). A majority of students reported increases in their sense of social connectedness, competence in seeking and offering support, a supportive classroom climate, compassion toward and from classmates, as well as a dramatic reduction in perceived stigma. The majority of interviews supported these findings, and students also shared how the intervention strengthened team communication and collaboration during their technical projects. Analyses of the Slack posts revealed trends in students' compassionate communication, including: acknowledging academic stressors, making laudatory and motivational statements, and promoting self-care to their classmates. These findings indicate the potential for compassion-based interventions to enrich academic learning and wellbeing within STEM courses.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798358499744Subjects--Topical Terms:

555912
Education.
Subjects--Index Terms:

Peer communicationIndex Terms--Genre/Form:

554714
Electronic books.

Compassion in the STEM Curriculum : = Integrating Emotional Peer Support Within Undergraduates' Classroom Work.
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