Inclusive Teaching Practices in Engineering: A Systematic Review of Articles from 2018 to 2023

Rajita Singh; Javeed Kittur

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Conference: 2024 ASEE Annual Conference & Exposition
Location: Portland, Oregon
Publication Date: June 23, 2024
Start Date: June 23, 2024
End Date: June 26, 2024
Conference Session: Engineering Futures: Navigating the Pathways of Education, Inclusion, and Professional Growth
Tagged Divisions: Equity and Culture & Social Justice in Education Division (EQUITY)
Page Count: 24
DOI: 10.18260/1-2--47602
Permanent URL: https://peer.asee.org/47602
Download Count: 143

Paper Authors

biography

Rajita Singh University of Oklahoma

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Rajita Singh is a junior at the University of Oklahoma, where they are pursuing an English major with a minor in Psychology. Passionate about the improvement of education in all fields, they are involved in multiple projects centered on researching pedagogy. Their most recent involvement has been in engineering pedagogy, where they bring their writing skills and synthesis abilities.

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biography

Javeed Kittur University of Oklahoma orcid.org/0000-0001-6132-7304

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Dr. Kittur is an Assistant Professor in the Gallogly College of Engineering at The University of Oklahoma. He completed his Ph.D. in Engineering Education Systems and Design program from Arizona State University, 2022. He received a bachelor’s degree in Electrical and Electronics Engineering and a Master’s in Power Systems from India in 2011 and 2014, respectively. He has worked with Tata Consultancy Services as an Assistant Systems Engineer from 2011–2012 in India. He has worked as an Assistant Professor (2014–2018) in the department of Electrical and Electronics Engineering, KLE Technological University, India. He is a certified IUCEE International Engineering Educator. He was awarded the ’Ing.Paed.IGIP’ title at ICTIEE, 2018. He is serving as an Associate Editor of the Journal of Engineering Education Transformations (JEET).

He is interested in conducting engineering education research, and his interests include student retention in online and in-person engineering courses/programs, data mining and learning analytics in engineering education, broadening student participation in engineering, faculty preparedness in cognitive, affective, and psychomotor domains of learning, and faculty experiences in teaching online courses. He has published papers at several engineering education research conferences and journals. Particularly, his work is published in the International Conference on Transformations in Engineering Education (ICTIEE), American Society for Engineering Education (ASEE), Computer Applications in Engineering Education (CAEE), International Journal of Engineering Education (IJEE), Journal of Engineering Education Transformations (JEET), and IEEE Transactions on Education. He is also serving as a reviewer for a number of conferences and journals focused on engineering education research.

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Abstract

Inclusive pedagogies have been used in education in different areas and times; however, their adoption in engineering has been relatively new. Due to their effectiveness for all students and to the increasing student enrollment with diverse backgrounds in engineering, incorporating inclusive pedagogies in engineering is a requirement. In this study, a systematic literature review (SLR) is conducted to examine the inclusive pedagogy progress and find widely applicable practices that ensure student accessibility. This study sought to answer the overarching research question: What is the current state, trend, and direction for the future related to inclusive teaching practices in engineering? The SLR process included three phases: identification, screening, and synthesis. In the identification phase, seven search terms (inclusive pedagogy + engineering; inclusive teaching practices + engineering; inclusive classroom approaches + engineering; inclusive classroom methods + STEM/engineering; inclusive college classroom + engineering/STEM; inclusive instruction + STEM/engineering; and inclusive college education + STEM/engineering) were used to retrieve articles from different databases. The databases include Web of Science, Google Scholar, IEEE Xplore Library, Scopus, ERIC, Wiley Online Library, and Compendex.

Forty-four articles remained in the pool. Finally, in the synthesis phase, these articles were critically reviewed following the sub research questions, and the information was synthesized to generate themes. Five themes emerged from the forty-four articles. First theme: Using Identity to Foster Engineering Connections, found to be especially helpful for marginalized students. Second theme: Using Technology to Spread Inclusivity, which was particularly helpful for students who had disabilities, those unfamiliar with the language courses were taught in, or the ones who suffered from anxiety. Third theme: Including Student Interests in Engineering, helpful for all students and students who were unfamiliar engineering material. Fourth theme: Active Learning Skill Development for Marginalized Students, where underrepresented students had a way to engage more comfortably and learn career skills. Fifth theme: Inclusivity Pitfalls and Future, which revealed existing problems in engineering pedagogy framework and described places where it failed underrepresented students. These findings are relevant and timely as engineering education is growing and witnessing increasing students with diverse needs. 

Keywords: inclusivity needs, inclusive pedagogy, inclusive teaching practices, engineering pedagogy, inclusive engineering pedagogy, inclusive engineering, engineering teaching practices

Citation
Format

Singh, R., & Kittur, J. (2024, June), Inclusive Teaching Practices in Engineering: A Systematic Review of Articles from 2018 to 2023 Paper presented at 2024 ASEE Annual Conference & Exposition, Portland, Oregon. 10.18260/1-2--47602

TY  - CPAPER
AB  - Inclusive pedagogies have been used in education in different areas and times; however, their adoption in engineering has been relatively new. Due to their effectiveness for all students and to the increasing student enrollment with diverse backgrounds in engineering, incorporating inclusive pedagogies in engineering is a requirement. In this study, a systematic literature review (SLR) is conducted to examine the inclusive pedagogy progress and find widely applicable practices that ensure student accessibility. This study sought to answer the overarching research question: What is the current state, trend, and direction for the future related to inclusive teaching practices in engineering? The SLR process included three phases: identification, screening, and synthesis. In the identification phase, seven search terms (inclusive pedagogy + engineering; inclusive teaching practices + engineering; inclusive classroom approaches + engineering; inclusive classroom methods + STEM/engineering; inclusive college classroom + engineering/STEM; inclusive instruction + STEM/engineering; and inclusive college education + STEM/engineering) were used to retrieve articles from different databases. The databases include Web of Science, Google Scholar, IEEE Xplore Library, Scopus, ERIC, Wiley Online Library, and Compendex.  

Forty-four articles remained in the pool. Finally, in the synthesis phase, these articles were critically reviewed following the sub research questions, and the information was synthesized to generate themes. Five themes emerged from the forty-four articles. First theme: Using Identity to Foster Engineering Connections, found to be especially helpful for marginalized students. Second theme: Using Technology to Spread Inclusivity, which was particularly helpful for students who had disabilities, those unfamiliar with the language courses were taught in, or the ones who suffered from anxiety. Third theme: Including Student Interests in Engineering, helpful for all students and students who were unfamiliar engineering material. Fourth theme: Active Learning Skill Development for Marginalized Students, where underrepresented students had a way to engage more comfortably and learn career skills. Fifth theme: Inclusivity Pitfalls and Future, which revealed existing problems in engineering pedagogy framework and described places where it failed underrepresented students. These findings are relevant and timely as engineering education is growing and witnessing increasing students with diverse needs.  

Keywords: inclusivity needs, inclusive pedagogy, inclusive teaching practices, engineering pedagogy, inclusive engineering pedagogy, inclusive engineering, engineering teaching practices 
AU  - Rajita Singh
AU  - Javeed Kittur
CY  - Portland, Oregon
DA  - 2024/06/23
PB  - ASEE Conferences
TI  - Inclusive Teaching Practices in Engineering: A Systematic Review of Articles from 2018 to 2023 
UR  - https://peer.asee.org/47602
DO  - 10.18260/1-2--47602
ER  -