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The discussion frames practice within foundational research on rapport-building and online education. In the course, students shift out of comfort zones to interview stakeholders and conduct customer discovery, making rapport essential for open communication and meaningful discussions. Enduring elements include instructor openness, clear communication and guidelines, and effective use of a web-based learning management system.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/transferring-in-class-rapport-to-a-virtual-classroom-in-a-technology-entrepreneurship-graduate-engineering-course/588896/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/transferring-in-class-rapport-to-a-virtual-classroom-in-a-technology-entrepreneurship-graduate-engineering-course/588896.png","ImageObject",300,407,{"name":92,"@type":93},"Chumphorn","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-25","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main objective of the work?","Question",{"text":112,"@type":113},"To support colleagues in building classroom rapport by sharing experiences transitioning an in-class, team-based engineering entrepreneurship course to a virtual classroom.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the course use rapport to support learning outcomes?",{"text":117,"@type":113},"Rapport helps sustain open communication for meaningful discussions, especially as students interview stakeholders and run customer discovery activities outside their comfort zones.",{"name":119,"@type":110,"acceptedAnswer":120},"What platforms enabled the move to a virtual classroom?",{"text":121,"@type":113},"The transition used Canvas as a web-based learning management system and BlueJeans for video conferencing.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},588896,1792208745,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":39,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":46,"preview_page_count":4},2336475401981,"https://ap-avatar.wpscdn.com/avatar/22000c94efd8d5204d?x-image-process=image/resize,m_fixed,w_180,h_180&k=1786935347598174694","| | Ad | vances in Engineering Edu | cation |  |  |\n| --- | --- | --- | --- | --- | --- |\n|  |  |  |  | |  |\n|  |  |  |  |  |  |\n\nFALL 2020 VOLUME 8 NUMBER 4  \nTransferring In-Class Rapport to a Virtual Classroom in a Technology Entrepreneurship Graduate Engineering Course  \nPAMELA BHATTI  \nMELISSA HEFFNER  \nGeorgia Institute of Technology Atlanta, GA  \nABSTRACT  \nThe objective of this work is to support our colleagues in building classroom rapport. We share our experiences transitioning an in-class graduate team-based engineering entrepreneurship course to a virtual classroom in Spring 2020. These experiences are placed in the context of fundamental research in rapport-building and online education. In our course, where engineering students must shift out of their comfort zone and interview stakeholders, we demonstrate the importance of establishing rapport to maintain open communication channels for meaningful discussions. The enduring elements of classroom rapport include instructor openness, clear communication/guidelines, and usage of a web-based learning management system.  \nKey words: entrepreneurship, rapport, team-building  \nINTRODUCTION  \nIn a graduate course on Technology Entrepreneurship (Tech Entrepreneurship), building classroom rapport is essential in setting the stage for learning and student exchange. Classroom rapport has been studied in a range of disciplines and strong faculty-student rapport has been associated with enhanced student motivation, persistence, and comfort (Bernieri 1988, Deeksha et al. 2019) . Importantly, a high-rapport relationship is one of mutual understanding and satisfactory communication (Carey et al. 1986, Altman 1990), and J. H. Wilson et al. (2010) found that rapport was most closely associated with immediacy, or psychological availability.  \nCommunication, shared-understanding, and immediacy are the underpinning of our Tech Entrepreneurship course. Built upon an evidence-based entrepreneurship curriculum, graduate student  \nFALL 2020 VOLUME 8 NUMBER 4 1  \nADVANCES IN ENGINEERING EDUCATION  \nTransferring In-Class Rapport to a Virtual Classroom in a Technology Entrepreneurship Graduate Engineering Course  \nteams pursue customer discovery exercises where they are guided on how to find compelling needs for products, tools, or services via informal conversations with “users” throughout the course (HuangSaad et al. 2020) . Faculty instructors set a tempo for students that requires rapid investigation and iteration of their chosen problem space, modeling a startup company experience. Therefore, instructor feedback is often direct and to the point. Moreover, there is a fine balance between instructors pushing student teams to dig further into their problem space, allowing them to flounder, and helping them remain resilient. Therefore, high-rapport relationships are essential both between students and instructors as well as within student teams, and well-grounded rapport is critical in ensuring students thrive in a classroom setting that is unfamiliar to most.  \nThus, Tech Entrepreneurship is an ideal substrate for developing skills transferrable not only to startups, but also to the workplace or research group. As a mandatory course in the Master of Science in ECE, the class is an opportunity for students to work in diverse teams with the potential for robust multicultural exchange. As an example, at the Georgia Institute of Technology, in the School of Electrical and Computer Engineering (ECE) where the Tech Entrepreneurship course is taught, the graduate student population is 70/30 international/domestic and 33/67 female/male. To bridge students from such broad backgrounds to team formation and interaction, a variety of exercises such as “speed-dating” for team projects, design-thinking, and small-group exercises punctuate the course. With the rapid move to a virtual classroom after 10-weeks of the course, it was paramount that the teaching team (2 co-instructors) maintain class rapport ","cbCaio1iq7Id6HFQ","https://ap.wps.com/l/cbCaio1iq7Id6HFQ","pdf",436632,"English","# Abstract\n# Introduction\n# Methods","[{\"question\":\"What is the main objective of the work?\",\"answer\":\"To support colleagues in building classroom rapport by sharing experiences transitioning an in-class, team-based engineering entrepreneurship course to a virtual classroom.\"},{\"question\":\"How does the course use rapport to support learning outcomes?\",\"answer\":\"Rapport helps sustain open communication for meaningful discussions, especially as students interview stakeholders and run customer discovery activities outside their comfort zones.\"},{\"question\":\"What platforms enabled the move to a virtual classroom?\",\"answer\":\"The transition used Canvas as a web-based learning management system and BlueJeans for video conferencing.\"}]","Transferring In-Class Rapport to a Virtual Classroom in a Technology Entrepreneurship Graduate Engineering Course | PDF",1792066145]