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Identify Challenges of Inclusive Practices at the Course Level

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Conference

2023 ASEE Annual Conference & Exposition

Location

Baltimore , Maryland

Publication Date

June 25, 2023

Start Date

June 25, 2023

End Date

June 28, 2023

Conference Session

Broadening Participation through Access, Equity, Inclusion in ECE

Tagged Division

Electrical and Computer Engineering Division (ECE)

Tagged Topic

Diversity

Page Count

16

DOI

10.18260/1-2--43417

Permanent URL

https://peer.asee.org/43417

Download Count

168

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Paper Authors

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Yufang Jin The University of Texas at San Antonio

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Dr. Yu-Fang Jin got her Ph.D. from the University of Central Florida in 2004. After her graduation, she joined the University of Texas at San Antonio (UTSA). Currently, she is a Professor at the Department of Electrical and Computer Engineering at UTSA. Her research interest focus on applications of artificial intelligence, interpretation of deep learning models, and engineering education.

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Yanxia Jia Arcadia University

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Dr. Yanxia Jia is an Associate Professor of Computer Science in the Department of Computer Science and Mathematics at Arcadia University. She earned her doctoral degree in Computer Science from University of Alberta, Canada. Dr. Jia's research interests include data science, machine learning, computer science education and computer networks.

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Cate Wengelnik The University of Texas at San Antonio

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Cate Wengelnik has obtained two Masters Degrees in International Higher Education Management and Latin American Business Administration (MBA). She has also received several awards for her contributions on leadership and the effects of high-performance teams. She obtained Certificates in Intercultural Competence, Transcultural Communication and Leadership. She is a certified mediator, has worked overseas in Germany and France and speaks four languages. In her research and teaching background, she focused on leadership, cultural intelligence and high-performance teams, and has completed extensive interdisciplinary research on cultural intelligence in cross-cultural engagements, transnational communication styles and international negotiations. Cate has been working in higher education since 2004 and has served as the Honorary Ombudsman since 2009. Cate currently serves as the Consultant for Academic Innovation advising and counseling faculty of all disciplines on best teaching practices and is a faculty member in the College of Business.

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Frances Matos University of Texas at San Antonio

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Dr. Frances Matos holds a Ph.D. from the University of Illinois Urbana-Champaign. Her area of expertise is pedagogical practices, teacher training and technology enhanced teaching and learning. She is currently part of the Department of Academic Innovation at the University of Texas at San Antonio and is also a faculty member in the University College of UTSA.

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Mason Cole Conkel University of Texas at San Antonio

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Mason Conkel is currently a graduate student at the University of Texas at San Antonio. He is pursuing a Ph.D. in Electrical Engineering. His research interests focus on artificial intelligence theory, software, hardware, and education.

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Yan Tang Embry-Riddle Aeronautical University - Daytona Beach Orcid 16x16 orcid.org/0000-0002-9089-5746

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Dr. Yan Tang is an associate professor of mechanical engineering at Embry-Riddle Aeronautical University in Daytona Beach, Fla. Her current research in engineering education focuses on cognitive load theory, deliberate practice, and effective pedagogical

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Jessica Gonzales The University of Texas at San Antonio

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Jessica Gonzales received her MA in Learning, Design, and Technology from the University of Texas at San Antonio (UTSA). She currently works as a Learning Experience Designer with Academic Innovation at UTSA focusing on culture, identity, emergent technologies, and multimodal learning.

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Abstract

Objective and Motivation: Diversity, Equity, and Inclusion (DEI) are being considered and addressed at the institutional level concerning student recruitment, faculty hiring, and improvement of the institutional climate. It is also important to address DEI at the course level where limited effort has been dedicated to studying DEI practices in classrooms. Therefore, this study aims to understand students’ and instructors’ perceptions of inclusion and the challenges of practicing inclusive pedagogy at the course level. Fundamental questions that need to be answered for inclusive practices at the course level include challenges in implementing inclusive practices, the effects of the inclusive practices on student perceptions such as identity respected and validated, self-assurance, belonging, empathy, student voice, trust towards student peers and instructors, as well as faculty readiness and intentionality in creating inclusive activities in their courses.

Methods: This study includes students enrolled in a junior-level core course and faculty members with an engineering college in a Hispanic Serving Institute. The study conducts a student survey for students’ knowledge of DEI, as well as reflections on student perceptions of inclusivity in the classroom. The student surveys also include student background (demographics, math preparation, soft skills, technology accessibility, and student performance) and students' self-perception of their individual class experiences. A faculty survey was conducted to collect faculty members’ understanding of inclusiveness and their readiness and intentionality to integrate inclusive practices into a classroom. The data collected was analyzed using descriptive and inferential statistics.

Results: This study presents outcomes from three aspects: 1) an analysis of student perception of inclusion in a junior-level core class in electrical and computer engineering, 2) an evaluation of the readiness and intentionality of faculty to implement inclusive practices in their classroom, and 3) an identification of challenges for implementing DEI activities at the course level. Our student survey analysis shows that most of the students had a high level of empathy, commitment to teamwork, and communication skills, however, their level of belonging, trust in others, and problem-solving skills have relatively low levels. These results provide insights and potential directions for improving DEI at the course level. The faculty survey analysis shows the faculty’s awareness of the DEI concepts and general willingness to implement DEI activities in the classroom. Meanwhile, we do not observe strong evidence in terms of faculty’s concrete actions taken in DEI training and actual DEI practice in the classroom, as well as a time commitment beyond three hours to prepare and carry out DEI practices.

Jin, Y., & Jia, Y., & Wengelnik, C., & Matos, F., & Conkel, M. C., & Tang, Y., & Gonzales, J. (2023, June), Identify Challenges of Inclusive Practices at the Course Level Paper presented at 2023 ASEE Annual Conference & Exposition, Baltimore , Maryland. 10.18260/1-2--43417

ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2023 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015