Teach All Learners: Adapting In-Class Assignments for Inclusion to Support Student Participation and Learning
About the Presenter(s)
Krishna Kidambi, Ph.D.; Assistant Professor, Department of Mechanical and Aerospace Engineering
Kenya Crosson, Ph.D.; Associate Professor and Associate Dean for Faculty and Staff Development, Department of Civil and Environmental Engineering
Location
Kennedy Union Room 207
Start Date
4-1-2023 11:00 AM
End Date
4-1-2023 11:50 AM
Abstract/Description
This session describes the goals and professional development methods/topics of the School of Engineering Teach All Learners Inclusive Pedagogy Program and showcases one of the inclusive pedagogy projects developed during the program and implemented in an engineering course. In Spring 2022, the engineering professor teaching the course observed that students tend to be hesitant to demonstrate independent learning and participate during in-class activities, perhaps due to apprehension for programming and gaining new technical knowledge. The inclusive pedagogical intervention was focused on teaching all learners by adapting in-class assignments for inclusion to encourage student participation and increase student self-efficacy with course content and skills, thereby enhancing student learning. In Fall 2022, the professor incorporated quizzes and programming exercises and provided students with feedback and observed promising results with regard to student participation, learning, and self-efficacy. The majority of the students in the course provided positive feedback on this approach, and student feedback encouraged the professor to add more in-class participation activities to enhance student learning.
Goals for Attendees
Attendees will learn about the School of Engineering Teach All Learners Inclusive Pedagogy cohort program’s development, implementation, and inclusive teaching projects. A faculty participant in the School of Engineering Teach All Learners Inclusive Pedagogy program will share how the use of inclusive in-class assignments impacted student participation and learning.
Teach All Learners: Adapting In-Class Assignments for Inclusion to Support Student Participation and Learning
Kennedy Union Room 207
This session describes the goals and professional development methods/topics of the School of Engineering Teach All Learners Inclusive Pedagogy Program and showcases one of the inclusive pedagogy projects developed during the program and implemented in an engineering course. In Spring 2022, the engineering professor teaching the course observed that students tend to be hesitant to demonstrate independent learning and participate during in-class activities, perhaps due to apprehension for programming and gaining new technical knowledge. The inclusive pedagogical intervention was focused on teaching all learners by adapting in-class assignments for inclusion to encourage student participation and increase student self-efficacy with course content and skills, thereby enhancing student learning. In Fall 2022, the professor incorporated quizzes and programming exercises and provided students with feedback and observed promising results with regard to student participation, learning, and self-efficacy. The majority of the students in the course provided positive feedback on this approach, and student feedback encouraged the professor to add more in-class participation activities to enhance student learning.
