Inclusive Teaching Techniques and In-Class Team Activities: Explorations in Group Awareness, Individual Value, and Changing Mindset.
About the Presenter(s)
Russell Kirk Pirlo, Assistant Professor, Department of Chemical and Materials Engineering
Don Comfort, Associate Professor, Department of Chemical and Materials Engineering
Location
Kennedy Union Room 211
Start Date
4-1-2023 2:10 PM
End Date
4-1-2023 3:00 PM
Abstract/Description
Work in progress: "Promoting Appreciation of Team Member Contributions Through Integration of In-Class Teamwork Activities"
Teams with diverse members have been shown to provide better solutions to tasks, especially when the voices and suggestions of all members are solicited and considered. A study of two engineering thermodynamics classes is underway to evaluate student self-evaluation appreciating the contributions of all group members. In one class (Class A), activities were integrated into the class design requiring students to work in randomly assigned groups; the other class served as a control. Following the activities in Class A, the students completed a short reflection essay with thought prompts on group dynamics and member contributions. Pre-/post-surveys were used to gather the information regarding this study.
The preliminary results of this study will be presented, analyzing whether the activities and reflections promoted development of group awareness and whether these activities adversely affected students’ technical performance.
Inclusive Teaching Practices for Co-Implementation with Group-Based Entrepreneurial-Minded Learning: Consideration of inclusivity is especially important when implementing group activities in and out of the classroom. Opportunely, inclusive teaching practices can be synergistically combined with entrepreneurial-minded learning (EML) and metacognitive activities to beneficially change mindset. Example opportunities and approaches for integrating inclusive teaching practices in EML activities will be discussed. Scaffolded learning approaches that can increase equity among students with diverse academic and professional backgrounds will be presented. Finally, minor practices to increase inclusivity and belonging are proposed for implementation in any course.
Goals for Attendees
Attendees will learn about the development, implementation, and assessment of various inclusive teaching practices. Two faculty participants in the School of Engineering Teach All Learners Inclusive Pedagogy program will share how they are using inclusive pedagogy to prepare engineering students to effectively engage in diverse teams to develop solutions to complex challenges in the world.
Inclusive Teaching Techniques and In-Class Team Activities: Explorations in Group Awareness, Individual Value, and Changing Mindset.
Kennedy Union Room 211
Work in progress: "Promoting Appreciation of Team Member Contributions Through Integration of In-Class Teamwork Activities"
Teams with diverse members have been shown to provide better solutions to tasks, especially when the voices and suggestions of all members are solicited and considered. A study of two engineering thermodynamics classes is underway to evaluate student self-evaluation appreciating the contributions of all group members. In one class (Class A), activities were integrated into the class design requiring students to work in randomly assigned groups; the other class served as a control. Following the activities in Class A, the students completed a short reflection essay with thought prompts on group dynamics and member contributions. Pre-/post-surveys were used to gather the information regarding this study.
The preliminary results of this study will be presented, analyzing whether the activities and reflections promoted development of group awareness and whether these activities adversely affected students’ technical performance.
Inclusive Teaching Practices for Co-Implementation with Group-Based Entrepreneurial-Minded Learning: Consideration of inclusivity is especially important when implementing group activities in and out of the classroom. Opportunely, inclusive teaching practices can be synergistically combined with entrepreneurial-minded learning (EML) and metacognitive activities to beneficially change mindset. Example opportunities and approaches for integrating inclusive teaching practices in EML activities will be discussed. Scaffolded learning approaches that can increase equity among students with diverse academic and professional backgrounds will be presented. Finally, minor practices to increase inclusivity and belonging are proposed for implementation in any course.
Comments
Keywords: Teach all learners; diversity, equity, and inclusion (DEI); entrepreneurial minded learning (EML); scaffolded learning; self-evaluation; awareness; metacognition; engineering; group activities