Title of Presentation

Teach All Learners: Improving Interactions and Providing New Approaches for Students to Demonstrate Learning

About the Presenter(s)

Khalid Zouhri, Ph.D., Assistant Professor, Department of Engineering Management Systems and Technology

Kenya Crosson, Ph.D.; Associate Professor and Associate Dean for Faculty and Staff Development, Department of Civil and Environmental Engineering

Hui Wang, Ph.D., Assistant Professor, Department of Civil and Environmental Engineering & Engineering Mechanics

Location

Kennedy Union Room 311

Start Date

4-1-2023 10:00 AM

End Date

4-1-2023 10:50 AM

Abstract/Description

This session showcases two inclusive pedagogy projects developed and implemented by faculty participants in the School of Engineering Teach All Learners Inclusive Pedagogy Program. The instructor-student and student-student interactions are important in higher education for face-to-face and remote learning courses. During the COVID-19 pandemic, student-student interaction and student-faculty interaction was extremely affected, thereby highlighting an important subject for engineering education research and practice. Understanding the interaction between students and faculty can help produce better learning outcomes and teaching experiences. During the fall 2022 semester, inclusive teaching practices were implemented for Civil Engineering and Engineering Management, Systems and Technology department courses such as an engineering mechanics (statics, strength of materials) course and a computational lab to investigate how weekly meeting minutes can improve student-student interaction for tracking their term project progress and engagement. The student learning is directly evaluated using an in-class presentation as an assessment instrument, and student feedback from surveys assessed the impact of this pedagogical practice on student-student interactions. Moreover, enhancing student-instructor interactions, including faculty feedback on student assignments, can have a strong impact on student performance. In these courses, instructors examined the importance of student-instructor interactions by enhancing instructor feedback on students’ written project proposals and providing multiple methods and approaches for students to demonstrate their learning.

Goals for Attendees

Attendees will learn about two of the School of Engineering Teach All Learners Inclusive Pedagogy Program’s inclusive teaching projects. Two faculty participants in the School of Engineering Teach All Learners Inclusive Pedagogy program will share how the use of inclusive pedagogy aimed at enhancing student-student interactions and student-instructor interactions relate to student learning.

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Jan 4th, 10:00 AM Jan 4th, 10:50 AM

Teach All Learners: Improving Interactions and Providing New Approaches for Students to Demonstrate Learning

Kennedy Union Room 311

This session showcases two inclusive pedagogy projects developed and implemented by faculty participants in the School of Engineering Teach All Learners Inclusive Pedagogy Program. The instructor-student and student-student interactions are important in higher education for face-to-face and remote learning courses. During the COVID-19 pandemic, student-student interaction and student-faculty interaction was extremely affected, thereby highlighting an important subject for engineering education research and practice. Understanding the interaction between students and faculty can help produce better learning outcomes and teaching experiences. During the fall 2022 semester, inclusive teaching practices were implemented for Civil Engineering and Engineering Management, Systems and Technology department courses such as an engineering mechanics (statics, strength of materials) course and a computational lab to investigate how weekly meeting minutes can improve student-student interaction for tracking their term project progress and engagement. The student learning is directly evaluated using an in-class presentation as an assessment instrument, and student feedback from surveys assessed the impact of this pedagogical practice on student-student interactions. Moreover, enhancing student-instructor interactions, including faculty feedback on student assignments, can have a strong impact on student performance. In these courses, instructors examined the importance of student-instructor interactions by enhancing instructor feedback on students’ written project proposals and providing multiple methods and approaches for students to demonstrate their learning.