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Improving Inclusivity and Diversity in College STEM Programs Through Metacognitive Classroom Practices

Conference Session
Track: Learning Spaces, Pedagogy, and Curriculum Design Technical Session 3
Collection
2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity
Authors
Elizabeth Hane, Rochester Institute of Technology; Scott Franklin, Rochester Institute of Technology
Tagged Topics
Diversity, Learning Spaces, Pedagogy & Curriculum Design
can be difficult to internalizeand discuss in an open forum, the course builds towards these topics, starting out withrelatively easier topics (e.g. Mindset and Bloom’s Taxonomy) and moving towards issues ofbelonging and identity by the end of the 15-week semester.An important aspect of the course is that it is incorporated into the students’ general educationrequirements and is not an extra burden of credits taken in addition to required program andgeneral education coursework. RIT requires students to take a course that addressesidentification of ethical questions, and the Metacognition course addresses the outcomes andhas assessments that examine students’ ability to identify and address ethical scientificquestions through case study
Relevance Score: 0.5097767

ADVANCE: A Community College and University Partnership Model for Expanding and Diversifying the Talent Pipeline to the Jobs of Tomorrow

Conference Session
Track Learning Spaces, Pedagogy & Curriculum Design Technical Session 8
Collection
2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity
Authors
Ken S. Ball P.E., George Mason University; Oscar Barton, Jr. P.E., George Mason University; Sharon A. Caraballo, George Mason University; Liza Wilson Durant, George Mason University; Michelle Marks, George Mason University; Angelina Jarrouj, George Mason University; Robin Rose Parker
Tagged Topics
Diversity, Learning Spaces, Pedagogy & Curriculum Design
structures, and the analysis of dynamic systems. More recently, He has mentored numerous midshipmen through independent research projects and has directed two Tri- dent Scholars, the Naval Academy’s flagship research program. He has published over 50 journal and conference articles on these topics. Dr. Barton is actively involved in curriculum development and program assessment. He chairs ASME Committee on Engineering Accreditation. He serves a Commissioner for Engineering Accreditation Com- mission of ABET, Inc. and was a program evaluator for 6 six years prior to joining the commission. Dr. Barton holds a professional engineering license in the State Maryland. He is a member of the Board of Education, ASME.Dr
Relevance Score: 0.35837153