2026 ASEE Annual Conference & Exposition

This poster is drawn from a larger NSF CAREER award (DRL 2237543) focused on investigating how language shapes students' conceptual understanding of fundamental electrical engineering concepts. Previous research has identified the critical role language plays in learning environments since it is through language that we develop shared meaning. However, in engineering, little is known about how language helps instructors and students convey ideas, explain concepts, and create a mutual sense of meaning, which is essential to understanding complex engineering concepts. Through the use of simple vocabulary and clear explanations, instructors can transform abstract and technical knowledge into practical and understandable concepts.
In the first phase of this work, we developed a classroom observation called Language Observation Protocol in Engineering Classrooms (LOPEC). This protocol was designed to capture the three variables associated with the register construct of Systemic Functional Linguistics (SFL) framework: field, tenor, and mode. To achieve this, the behaviors observed by the protocol are divided into four categories: Students are Doing, Instructor is Doing, Instructor Communication, and Student-Teacher Interaction. We then tested the protocol in various engineering classes and collected data from two sophomore-level electrical engineering courses. Data were gathered through 10 direct classroom observations, semi-structured interviews with the two instructors who taught the courses, and a focus group at the end of the semester with five students from one of the courses.
The purpose of this poster is to present our preliminary findings, which emphasize the critical role of language in fundamental electrical engineering courses. These results highlight three key points. First, since students in these courses are introduced to new and abstract concepts, instructors need to explain these ideas using real-world examples that connect to students' everyday experiences. Second, to do this effectively, instructors must use examples that resonate with everyone in the classroom, making it essential to understand the demographic background of their students. Third, our study underscores that communication is a two-way process, highlighting the importance of encouraging student participation through questions and discussions to foster open dialogue and ensure understanding of the material. This pilot study was conducted at a predominantly white institution (PWI), and we plan to expand this research to Hispanic-serving institutions (HSIs) and historically Black colleges and universities (HBCUs).