Self, B. P., & Vokos, S., & Dal Bello, D. J. (2024, April), Promoting Inclusivity through the Use of Concept-Based Instruction, Learning Assistants, and Adaptive Learning Modules  Paper presented at 2024 ASEE PSW Conference, Las Vegas, Nevada. 10.18260/1-2--46056

\bibitem{asee_peer_46056}
  Self, B. P., \& Vokos, S., \& Dal Bello, D. J. (2024, April), \emph{Promoting Inclusivity through the Use of Concept-Based Instruction, Learning Assistants, and Adaptive Learning Modules}
  Paper presented at 2024 ASEE PSW Conference, Las Vegas, Nevada.
  10.18260/1-2--46056

Brian P. Self, Stamatis Vokos, and Dominic J Dal Bello.  "Promoting Inclusivity through the Use of Concept-Based Instruction, Learning Assistants, and Adaptive Learning Modules".  2024 ASEE PSW Conference, Las Vegas, Nevada, 2024, April.  ASEE Conferences, 2024.  https://peer.asee.org/46056 Internet.  11 Dec, 2024

\bibitem{asee_peer_46056}
  Brian P. Self, Stamatis Vokos, and Dominic J Dal Bello.
  "Promoting Inclusivity through the Use of Concept-Based Instruction, Learning Assistants, and Adaptive Learning Modules".
  \emph{2024 ASEE PSW Conference, Las Vegas, Nevada, 2024, April}.
  ASEE Conferences, 2024.
  https://peer.asee.org/46056 Internet.  11 Dec, 2024

@INPROCEEDINGS{asee_peer_46056
author = "Brian P. Self, Stamatis Vokos, and Dominic J Dal Bello"
title = "Promoting Inclusivity through the Use of Concept-Based Instruction, Learning Assistants, and Adaptive Learning Modules"
booktitle = "2024 ASEE PSW Conference"
year = "2024"
month = "April"
address = "Las Vegas, Nevada"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/46056}
number = {10.18260/1-2--46056}
}

TY  - CPAPER
AB  - WORKSHOP
Students often struggle with issues of belonging in introductory STEM classes. Content can be challenging, and some complain of the “chilly climate” in many of these courses. A team from CSU XXX and XXX Community College collaborated on a grant funded by the California Learning Lab (titled Mechanics of Inclusion and Inclusivity in Mechanics) to develop materials and practices to try to help promote both learning as well as increased belonging and identity in introductory mechanics classes. In this workshop we will share some of our work, and assist participants in developing their own learning materials to help promote an inclusive classroom environment.

Learning Outcomes
Participants will be able to:
1)	Explain the benefits of concept-based, active instructional techniques
2)	Create draft concept questions, ranking tasks, and/or inquiry-based learning activities for use in their courses 
3)	Compare and contrast the Learning Assistant Model to other forms of peer instruction (e.g., embedded tutors or TAs)
4)	Develop strategies to establish a Learning Assistant model at their own institution
5)	Discuss other methods for establishing a welcoming, inclusive classroom environment

Our work focuses on mechanics courses – physics, statics, and dynamics - but the workshop should benefit anyone who teaches STEM courses. Activities will stress workshop participation – undergraduate students will serve as Learning Assistants as the workshop leaders “teach” mechanics concepts. Participants will get the chance to experience things from the student perspective, and then use this to develop some of their own learning materials. We will discuss some of our work on belonging, and allow participants to be participants in an intervention. The minimum length needed would be 90 minutes, although 2 hour with time for a break would be optimal.

AU  - Brian P. Self
AU  - Stamatis Vokos
AU  - Dominic J Dal Bello
CY  - Las Vegas, Nevada
DA  - 2024/04/18
PB  - ASEE Conferences
TI  - Promoting Inclusivity through the Use of Concept-Based Instruction, Learning Assistants, and Adaptive Learning Modules
UR  - https://peer.asee.org/46056
DO  - 10.18260/1-2--46056
ER  -