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Advancing Engineering Education Using a Teaching Focused Plan For Creating an Inclusive Classroom

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Conference

2021 First-Year Engineering Experience

Location

Virtual

Publication Date

August 9, 2021

Start Date

August 9, 2021

End Date

August 21, 2021

Tagged Topic

Diversity

Page Count

9

Permanent URL

https://peer.asee.org/38365

Download Count

22

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Paper Authors

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Tracy Anne Hammond Texas A&M University Orcid 16x16 orcid.org/0000-0001-7272-0507

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Dr. Hammond is Director of the Texas A&M University Institute for Engineering Education & Innovation and also the chair of the Engineering Education Faculty. She is also Director of the Sketch Recognition Lab and Professor in the Department of Computer Science & Engineering. She is a member of the Center for Population and Aging, the Center for Remote Health Technologies & Systems as well as the Institute for Data Science. Hammond is a PI for over 13 million in funded research, from NSF, DARPA, Google, Microsoft, and others. Hammond holds a Ph.D. in Computer Science and FTO (Finance Technology Option) from the Massachusetts Institute of Technology, and four degrees from Columbia University: an M.S in Anthropology, an M.S. in Computer Science, a B.A. in Mathematics, and a B.S. in Applied Mathematics and Physics. Hammond advised 17 UG theses, 29 MS theses, and 10 Ph.D. dissertations. Hammond is the 2020 recipient of the TEES Faculty Fellows Award and the 2011 recipient of the Charles H. Barclay, Jr. '45 Faculty Fellow Award. Hammond has been featured on the Discovery Channel and other news sources. Hammond is dedicated to diversity and equity, which is reflected in her publications, research, teaching, service, and mentoring. More at http://srl.tamu.edu and http://ieei.tamu.edu.

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Jacques C. Richard Texas A&M University Orcid 16x16 orcid.org/0000-0002-1358-2025

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Dr. Richard got his Ph. D. at Rensselaer Polytechnic Institute, 1989 and a B. S. at Boston University, 1984. He was at NASA Glenn, 1989-1995, worked at Argonne National Lab, 1996-1997, taught at Chicago State University, 1997-2002. Dr. Richard is an Instructional Associate Professor, Aerospace Engineer and NSF REU Program Director at Texas A&M since 1/03. His research focuses on computational plasma modeling using particle methods with spectral methods on Maxwell and Boltzmann equations. He has applied the lattice Boltzmann method to study plasma turbulence and plasma jets. He also studies engineering enculturation to better quantify and understand what in a classroom develops the engineering student into an engineer, building critical, computational and algorithmic thinking, with respect to cultural, ethnic, racial, gender, sexual, nationality, socioeconomic diversity.
Past research includes modeling ocean-air interaction; reacting flow systems; modeling jet engine turbomachinery going unstable (received NASA Performance Cash awards). Dr. Richard is involved in many outreach activities: tutoring, mentoring, directing related grants (e.g., a grant for an NSF REU site). Dr, Richard is active in professional societies (American Physical Society (APS), American Institute for Aeronautics and Astronautics (AIAA), ASEE, ASME). Dr. Richard has authored or co-authored about 35 technical articles (about 30 of which are refereed publications). Dr. Richard teaches courses ranging from first-year engineering design, fluid mechanics, to space plasma propulsion.

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Charles Patrick Jr Texas A&M University Orcid 16x16 orcid.org/0000-0002-3267-0733

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Charles Patrick Jr. is a Professor of Practice in the Department of Biomedical Engineering, Texas A & M University (TAMU). He is also a teaching and research fellow at the Institute for Engineering Education Innovation, TAMU and a member of the Engineering Education Faculty, TAMU. He has worked in higher education for more than 30 years at state and private universities and a NCI comprehensive cancer hospital.

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Lance Leon Allen White Texas A&M University Orcid 16x16 orcid.org/0000-0002-1172-0500

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Lance White is a Ph.D. student at Texas A&M University in Interdisciplinary Engineering with a thrust in Engineering Education. He is working as a graduate research assistant at the Institute of Engineering Education and Innovation at the Texas Engineering Experiment Station at Texas A&M University under director Dr. Tracy Hammond. Dr. Karan Watson and Dr. Pavel Tsvetkov are his co-chairs. He completed his M.S. in Nuclear Engineering at Texas A&M University under Dr. Yassin Hassan working on experimental thermal hydraulics, and completed his B.S. in Mechanical Engineering at West Texas A&M University.

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Samantha Ray Texas A&M University Orcid 16x16 orcid.org/0000-0003-3189-8899

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Samantha Ray is a Computer Engineering PhD student at Texas A&M University. Her research focuses on creating intelligent systems for tasks that require human-like levels of understanding. She has previously worked on human activity recognition (HAR) systems for promoting healthy habits and educational tools using sketch recognition and eye tracking.

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Robert Harold Lightfoot Jr Texas A&M University

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Robert Lightfoot received his master’s degree in software engineering from Southern Methodist University and his bachelor’s degree in computer science from Texas A&M. Before joining Texas A&M, he worked at Ericsson (now Sony-Ericsson) in the network development and Digital Switch Corporation, and Motorola in cellular infrastructure development, project management and technical marketing. He also owned a company that developed custom networked and computer-controlled automation equipment.

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Karan Watson P.E. Texas A&M University

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Karan L. Watson, Ph.D., P.E., is currently a Regents Senior Professor of Electrical and Computer Engineering, having joined the faculty at Texas A&M University in 1983 as an Assistant Professor. She is also serving as the C0-Director of the Institute for Engineering Education and Innovation. She has served in numerous roles at Texas A&M University, including: Provost and Executive Vice President(2009-2017), Vice Provost (2009), Dean of Faculties and Associate Provost (2002-2009), Interim VP for Diversity (2009 & 2005-2006), Associate Dean of Engineering (1996-2001), and Assistant Dean of Engineering (1991-2006).
Dr. Watson is a fellow of the Institute of Electrical and Electronic Engineers (IEEE), the American Society for Engineering Education, and the Accreditation Board for Engineering and Technology (ABET). Her awards and recognitions include the U.S. President's Award for Mentoring Minorities and Women in Science and Technology, the American Association for the Advancement of Science mentoring award, the IEEE International Undergraduate Teaching Medal, the WEPAN Bevlee Watford Award, the College of Engineering Crawford Teaching Award, and two University-level Distinguished Achievement Awards from The Texas A&M University Association of Former Students—one in Student Relations in 1992 and in Administration in 2010, and the Texas Tech College of Engineering Distinguished Alumni. In 2003–2004, she served as a Senior Fellow of the National Academy of Engineering Center for the Advancement of Scholarship in Engineering Education. Since 1991, she has served as an accreditation evaluator, commissioner, Board of Director, then President of ABET, and is currently Secretary/Treasurer of the ABET Foundation Board of Directors. She has also served as a program evaluator for J.D. programs for the ABA, for universities’ regional accreditation for SACSCOC, and for Business Schools for AACSB. She also has served as the Chair of the ECE division of ASEE, the President of the Education Society of IEEE, and the chair of the Women in Engineering of IEEE. She served as the Treasurer and a Board of Directors member for WEPAN.

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Randy Hugh Brooks Texas A&M University Orcid 16x16 orcid.org/0000-0002-8266-7428

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Howdy,

After 23 years in Telecom building LD, internet, and email platforms and networks, I observed that the front line personnel that I was hiring didn’t have what I considered to be skills that they should be bringing to the table. I began investigating why, and that led me to high school.

Alas, I began my journey in Education in 2010 inhabiting the classrooms of Lovejoy High School, where my two daughters attended.

I redubbed my PreCalculus course as Problem-Solving with Brooks and was also afforded the opportunity to lead an impactul Project Lead the Way (PLTW) Principles of Engineering (PoE) course, a project-based learning survey of the engineering discipline.

Since the Summer of 2015 I have been privileged to work with the Texas A and M Sketch Recognition Lab (TAMU SRL) to evaluate a couple of online tutorial tools (Intelligent Tutoring Systems (ITS)) currently under development, Mechanix and Sketchtivity, that provide immediate constructive feedback to the students and student-level metrics to the instructors. I presented on this work at the state and national PLTW Conventions and at CPTTE in 2016.

I also spent 5 semesters beginning the Fall of 2015 taking online courses learning how to construct and deliver online courses. This resulted in a MSEd from Purdue University in Learning Design and Technology (LDT).

This widely varied background prepared me well for my next big adventure. Beginning in August 2018 I became the Texas A and M Professor of Practice for the Texas A and M Engineering Academy at Blinn College in Brenham. Texas A and M Engineering Academies are an innovative approach to providing the planet with more Aggie Engineers.

I am focused on enhancing the high school through first-year college experience and am an engaged member of the Texas A and M IEEI (Institute for Engineering Education and Innovation).

My foundations were set by an upbringing on the family ranch near Joshua, Texas and 4 memorable years at Texas A and M where I met my wife, I led Bugle Rank #7 in the Fightin’ Texas Aggie Band (Class of ’86 Whoop!), and dove into Telecom Engineering. Once in Telecom, my learning continued at MCI, Vartec, and Charter.

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Donna Jaison Texas A&M University

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Donna Jaison is a PhD student under Dr. Karan Watson and Dr. Tracy Hammond in the Multidisciplinary Engineering Department at Texas A&M College Station. She is a Graduate research assistant at the Institute of Engineering Education and Innovation(IEEI) at Texas A&M University under director Dr. Tracy Hammond. She completed her MEng. in Computer Engineering with specialization in VLSI from Texas A&M University, College Station. She completed her Bachelors in Electrical Engineering with a Minor in Mathematics from Mississippi State University.

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Abstract

A large university has recently started several initiatives within its newly created engineering education faculty group to support faculty in creating a more inclusive classroom where diversity and inclusion can be safely discussed in the context of current events and course topics. These initiatives include 1) a weekly teaching fellows program where faculty experiment with inclusive practices and watch videos of their implementation and reflect on their success, 2) a weekly meeting with the faculty of engineering education as a whole where faculty regularly share the techniques that have been successful, and 3) a weekly reading group for students and faculty discussing how race and inclusion can be better integrated into the classroom. This paper will discuss the techniques tested, their results across multiple classrooms and engineering disciplines, the successes of faculty trying these techniques in their classroom for the first time, and the results of an analysis of qualitative and quantitative data analysis on these events. Qualitative data includes interviews describing experiences in the classroom as well as feedback from students in the classroom about their experiences. Quantitative data include chi^2 analysis of qualitative data, quantitative data from surveys and polls in the classroom, and quantitative analysis of the faculty who attempted it and their Likert responses. A particular focus will be attended to the experiences of faculty teaching first-year students. Results show that the initiative has been quite successful and a large number of faculty have attempted previously considered risky methods of creating an inclusive classroom with excellent success. Results also demonstrate that success breeds success, and the more faculty that attempt changing their engineering classroom to be more inclusive, the more other faculty are willing to attempt similar techniques in their own classrooms.

Hammond, T. A., & Richard, J. C., & Patrick, C., & White, L. L. A., & Ray, S., & Lightfoot, R. H., & Watson, K., & Brooks, R. H., & Jaison, D. (2021, August), Advancing Engineering Education Using a Teaching Focused Plan For Creating an Inclusive Classroom Paper presented at 2021 First-Year Engineering Experience, Virtual . https://peer.asee.org/38365

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