Asee peer logo

Identifying Classroom Management Strategies by Focusing on Diversity and Inclusion

Download Paper |

Conference

2018 ASEE Annual Conference & Exposition

Location

Salt Lake City, Utah

Publication Date

June 23, 2018

Start Date

June 23, 2018

End Date

July 27, 2018

Conference Session

ET Pedagogy I

Tagged Division

Engineering Technology

Tagged Topic

Diversity

Page Count

8

Permanent URL

https://peer.asee.org/30593

Download Count

40

Request a correction

Paper Authors

biography

Mohammad Moin Uddin P.E. East Tennessee State University

visit author page

Dr. Mohammad Moin Uddin is an Associate Professor and Graduate Coordinator in the Department of Engineering, Engineering Technology, and Surveying at East Tennessee State University. His current research interest focuses on sustainable design and construction, data integration and development of energy models for campus building structures for knowledge based decision making. He also contributed to data analysis methods and cost effective practices of highway construction quality assurance program. Dr. Uddin develops and implements innovative teaching strategies for engineering and engineering technology education in order to improve student engagement and knowledge retention. At national level, Dr. Uddin serves on ASEE Engineering Technology Division, Transportation Research Board’s Quality Assurance Committee and the Manuscript Editor of Journal of Engineering Technology.

visit author page

biography

Keith V. Johnson East Tennessee State University

visit author page

Dr. Johnson is chair of the Department of Engineering, Engineering Technology an Surveying at East Tennessee State University. He has been active with the American Society of Engineering Education for over 20 years. During that time, he have served in several capacities, including, but not limited to program chair, author, reviewer, committee member, chair of the Engineering Technology Division and ASEE advisory board member. During his tenure at ETSU, he has authored several papers, taught numerous courses, and presented at professional meetings.

visit author page

Download Paper |

Abstract

Classroom management refers to those activities of instructors that create a positive classroom environment within which effective teaching and learning can occur. As our classrooms get more and more diverse, traditional classroom management techniques seem less effective. It must be noted that diversity and inclusion is very important in a classroom regardless of the makeup and demographics of the students enrolled. Diversity lacking classroom management strategies may have negative effects on students’ learning. Students may perceive that they do not “belong” in the classroom which can lead to decreased participation, feelings of inadequacy, and other distractions. Instructors may make flawed assumptions of students’ capabilities or assume a uniform standard of a particular group of students based on their race, ethnicity, religion, etc. Instructors may themselves feel out of place based on their own inscriptive traits (i.e. differences based on class, privilege, etc.). Identifying and acknowledging these notions of difference and how they affect the classroom allow both students and instructors to see the classroom as an inclusive place. This study focuses on identifying effective classroom management strategies highlighting diversity and inclusion. The authors utilized survey, interviews and a meta-analysis of literature and identified five classroom management strategies: 1) creating a supportive physical environment, 2) establishing clear expectations of behavior, 3) communicating students in a culturally responsive ways, 4) creating a caring and inclusive classroom and 5) managing problematic behaviors - that can maximize inclusiveness in a classroom and enhance learning environment.

Uddin, M. M., & Johnson, K. V. (2018, June), Identifying Classroom Management Strategies by Focusing on Diversity and Inclusion Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. https://peer.asee.org/30593

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: © 2018 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