As part of the RED grant, we are hosting a viewing party for two American Society for Engineering Education webinars about creating an inclusive classroom. 

Webinar 1:
Engineering Inclusive Classrooms: Cultivating a Positive Climate (Part 1 of 2)

Date and time:
Wednesday March 20th, 2:00pm-3:00pm

Location:
UAW 2110

Description:

The deliberate use of inclusive teaching practices enables instructors to create classroom environments that value all students and support their success. Establishing and promoting an inclusive learning environment in science, technology, engineering, and mathematics (STEM) has been shown to improve the retention of underrepresented students (Seymour & Hewitt,1997; O’Neal et. al., 2007), their sense of belonging (Walton & Cohen, 2011), and their ability to learn effectively (Steele, 2010; Eschenbach et. al, 2014). Although underrepresented groups may have the most to gain, teaching inclusively is likely to improve the retention and enhance the academic performance of all students.

In this two-part webinar event, Dr. Tershia Pinder-Grover (University of Michigan, Center for Research on Learning and Teaching in Engineering) will explore classroom climate, key principles behind inclusive teaching, and provide attendees with actionable strategies for engineering inclusive classrooms. In this webinar, Part 1 of 2, Dr. Pinder-Grover will introduce the concept of classroom climate and describe the research basis for the ways in which climate and sense of belong impact student learning.  To apply these concepts, participants will examine problematic classroom scenarios and brainstorm strategies to improve classroom climate.

Webinar 2: Engineering Inclusive Classrooms: Guiding Principles and Strategies (Part 2 of 2)

Date and time: Wednesday April 10th, 2:00pm-3:00pm

Location: UAW McIntire conference room

Description:

The deliberate use of inclusive teaching practices enables instructors to create classroom environments that value all students and support their success. Establishing and promoting an inclusive learning environment in science, technology, engineering, and mathematics (STEM) has been shown to improve the retention of underrepresented students (Seymour & Hewitt,1997; O’Neal et. al., 2007), their sense of belonging (Walton & Cohen, 2011), and their ability to learn effectively (Steele, 2010; Eschenbach et. al, 2014). Although underrepresented groups may have the most to gain, teaching inclusively is likely to improve the retention and enhance the academic performance of all students.

In this two-part webinar event, Dr. Tershia Pinder-Grover (University of Michigan, Center for Research on Learning and Teaching in Engineering) will explore classroom climate, key principles behind inclusive teaching, and provide attendees with actionable strategies for engineering inclusive classrooms. In this webinar, Part 2 of 2, Dr. Pinder-Grover will explore the definition and research-based principles of inclusive teaching developed by the Center for Research on Learning and Teaching at the University of Michigan. Participants will be able to reflect upon specific teaching practices and think about applications for their own teaching context.

Event Contact: Todd Fernandez