Enhancing the Equity and Inclusivity of Engineering Education for Diverse Learners through an Innovative Instructional Design, Delivery, and Evaluation: International Students in Focus

Jemal Bedane Halkiyo

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Conference: 2022 ASEE Annual Conference & Exposition
Location: Minneapolis, MN
Publication Date: August 23, 2022
Start Date: June 26, 2022
End Date: June 29, 2022
Conference Session: International Division Technical Session 1: Looking at Study Abroad through an enhanced lens
Page Count: 20
DOI: 10.18260/1-2--41209
Permanent URL: https://strategy.asee.org/41209
Download Count: 329

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biography

Jemal Bedane Halkiyo Arizona State University

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Jemal Halkiyo is a Ph.D. student in Engineering Education Systems and Design at Arizona State University. Mr. Halkiyo has a Bachelor of Science from Hawassa University, and a Master of Science degree in Civil Engineering from Arba Minch University, both in Ethiopia. Mr. Halkiyo uses mixed methods to study his primary research interest: engineering education equity and inclusivity among diverse student groups: international and domestic undergraduate students in focus in the United States’ higher education institutions. In addition, Mr. Halkiyo is interested in broadening the participation of engineering education in Ethiopian universities to increase the diversity, inclusivity, equity, and quality of Engineering Education. He studies how different student groups such as women and men, rich and poor, students from rural and urban, and technologically literate and less literate can have quality and equitable learning experiences and thrive in their performances.

In doing so, he focuses on engineering education policies and practices in teaching and learning processes, assessments, laboratories, and practical internships. Mr. Halkiyo has been teaching different Civil Engineering courses at Bule Hora University, Ethiopia, where he also served as a department head and conducted various research and community projects.

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Abstract

In the United States, 64.9% of all engineering master’s and 59.0% of all engineering doctoral degrees are awarded to international students [1]. These international students bring significant cultural and economic value to engineering education programs but face unique social, cultural, and academic challenges [27]. Therefore, we need to create more inclusive engineering education environments to enable international engineering students to overcome these challenges and to foster diverse perspectives among the engineering learning community. One way of moving towards more inclusive engineering education environments is to incorporate innovative lessons into engineering courses and curricula that consider effective instructional design principles. This paper presents the processes of designing and delivering an innovative instructional lesson to reach more diverse students to enhance the inclusivity and equity for international engineering graduate students. To this end, I developed, delivered, and evaluated instructional lesson on the topic “Traffic Signals Coordination along the Street” that engaged diverse engineering graduate students, domestic and international. The lesson contributes to addressing disparities in efforts (between domestic and international students) in navigating cultural differences, thus improving equity and inclusivity in engineering education. I developed this pilot lesson as part of an assignment in a graduate class where we were challenged to design and deliver innovative instructional lessons. Using this opportunity, I considered instructional design elements and modified Bloom’s Taxonomy of cognitive learning theory [2] to create effective instruction that adds to the efforts to address equity and inclusivity in engineering education. The Analyze, Design, Develop, Implement, and Evaluate (ADDIE) instructional design model [9] was used to frame the design of the lesson: identify needs, learners’ characteristics and task analysis, delivery modalities, design of active learning strategies, and continuous assessment techniques. This paper shares the procedures I followed to design, deliver, and evaluate this more inclusive and equitable lesson for domestic and international students. In addition, two reviewer groups composed of four graduate students and three instructors conducted a summative evaluation of the delivered lesson. The feedback from the reviewers suggests that the lesson could help enhance the inclusivity and equity of education for international graduate students in engineering education.

Keywords: Instructional design, inclusive lessons, diverse learners, international graduate students, higher education

Citation
Format

Halkiyo, J. B. (2022, August), Enhancing the Equity and Inclusivity of Engineering Education for Diverse Learners through an Innovative Instructional Design, Delivery, and Evaluation: International Students in Focus Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--41209

TY  - CPAPER
AB  - In the United States, 64.9% of all engineering master’s and 59.0% of all engineering doctoral degrees are awarded to international students [1]. These international students bring significant cultural and economic value to engineering education programs but face unique social, cultural, and academic challenges [27]. Therefore, we need to create more inclusive engineering education environments to enable international engineering students to overcome these challenges and to foster diverse perspectives among the engineering learning community. One way of moving towards more inclusive engineering education environments is to incorporate innovative lessons into engineering courses and curricula that consider effective instructional design principles.
                                                                                               
This paper presents the processes of designing and delivering an innovative instructional lesson to reach more diverse students to enhance the inclusivity and equity for international engineering graduate students. To this end, I developed, delivered, and evaluated instructional lesson on the topic “Traffic Signals Coordination along the Street” that engaged diverse engineering graduate students, domestic and international. The lesson contributes to addressing disparities in efforts (between domestic and international students) in navigating cultural differences, thus improving equity and inclusivity in engineering education. I developed this pilot lesson as part of an assignment in a graduate class where we were challenged to design and deliver innovative instructional lessons. Using this opportunity, I considered instructional design elements and modified Bloom’s Taxonomy of cognitive learning theory [2] to create effective instruction that adds to the efforts to address equity and inclusivity in engineering education. 
 
The Analyze, Design, Develop, Implement, and Evaluate (ADDIE) instructional design model [9] was used to frame the design of the lesson: identify needs, learners’ characteristics and task analysis, delivery modalities, design of active learning strategies, and continuous assessment techniques. This paper shares the procedures I followed to design, deliver, and evaluate this more inclusive and equitable lesson for domestic and international students. In addition, two reviewer groups composed of four graduate students and three instructors conducted a summative evaluation of the delivered lesson. The feedback from the reviewers suggests that the lesson could help enhance the inclusivity and equity of education for international graduate students in engineering education.

Keywords: Instructional design, inclusive lessons, diverse learners, international graduate students, higher education


AU  - Jemal Bedane Halkiyo
CY  - Minneapolis, MN
DA  - 2022/08/23
PB  - ASEE Conferences
TI  - Enhancing the Equity and Inclusivity of Engineering Education for Diverse Learners through an Innovative Instructional Design, Delivery, and Evaluation: International Students in Focus
UR  - https://strategy.asee.org/41209
DO  - 10.18260/1-2--41209
ER  -