Conference Session

Track: Learning Spaces, Pedagogy, and Curriculum Design Technical Session I

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Tikyna M. Dandridge, Purdue University, West Lafayette ; Hassan Ali Al Yagoub, Purdue University, West Lafayette; Sharlane Cleare, Purdue University, West Lafayette; Justin Charles Major, Purdue University, West Lafayette; Shalin Lena Raye, Purdue University, West Lafayette; Casey E. Wright, Purdue University, West Lafayette; Alice L. Pawley, Purdue University, West Lafayette

Tagged Topics

Diversity, Learning Spaces, Pedagogy & Curriculum Design

Paper ID #24998Engaging in STEM education equity work through a course: studying race,class and gender theory in engineering educationMs. Tikyna M. Dandridge, Purdue University Tikyna is a doctoral student in the School of Engineering Education at Purdue University.Mr. Hassan Ali Al Yagoub, Purdue University-Main Campus, West Lafayette (College of Engineering) Hassan Al Yagoub is a Ph.D. student in Engineering Education at Purdue University. His research in- terests include diversity & inclusion, advising and mentoring, students’ persistence, engineering career pathways, and school-to-work transition of new engineers. He

Conference Session

Track: Learning Spaces, Pedagogy, & Curriculum Design Technical Session 2

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Alisha L. Sarang-Sieminski, Franklin W. Olin College of Engineering; Adva Waranyuwat, Franklin W. Olin College of Engineering; Emily Ferrier, Franklin W. Olin College of Engineering; Alison Wood , Franklin W. Olin College of Engineering; Daniela Faas, Franklin W. Olin College of Engineering

Tagged Topics

Diversity, Learning Spaces, Pedagogy & Curriculum Design

underpinning, which aims to make them useful for as many as possible. But it doesn’t override the need to address individual student needs. It is important to note that even a course or experienced designer with a UD approach will not necessarily be appropriate for all students. For example, individuals are very different, even students with the same diagnosis. Students will still need accommodations on an individual basis. ● Thus, while using a UD approach to course design tends to make the course accessible for more students by accounting for variety, it does not account for everything.Acknowledging a Diverse Student Population● Increasing recognition of diversity ○ Including students with non-visible

Conference Session

Special Topics: Safe Zone Session 1 - Moved from Tuesday at 1:30 pm

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Stephanie Farrell, Rowan University; Robyn Sandekian, University of Colorado, Boulder; Donna M. Riley, Purdue University, West Lafayette ; Christopher Alexander Carr, National Society of Black Engineers

Tagged Topics

Special Topic: Safe Zone

-know-you index cards; or  Use an online survey. 35Classroom Inclusion Tips Be visible as a supporter. Highlight contributions of LGBTQ+ engineers. Always assume there is an LGBTQ+ student in the class. 36Campus Resources  Dean of students  Wellness center  LGBTQ+ Resource Center  An out faculty member  Campus Title IX officer (for now) 37Ally Strategies Display a Safe Zone sticker on your office door. Include a Diversity/Safe Zone statement on your syllabus. Ask for pronouns. Include your pronouns in your email signature. Use inclusive