USING SOCIAL COLLABORATION TECHNOLOGY TO PROMOTE INCLUSIVENESS AND ACTIVE LEARNING
The primary goal for this workshop will be to review existing research, best practices, and case studies showcasing how technology as well as non-technical actions can promote inclusiveness and active learning both within the classroom and outside it during critical study hours.
Women, first generation students, and other minority segments remain under-represented in computer science, engineering, math and science programs across the world, and there is a growing awareness that intimidation and unconscious bias play a large role in creating unequal opportunities for minorities, women and disadvantaged students. Given the importance of these skills for success in the 21st century workforce, what can we do to better promote inclusiveness within the classroom and also within the dorm room and computer labs, where much of the learning takes place? What are some approaches to build social support structures among students who may be at a disadvantage for creating them organically? What are steps instructors can take to identify and tackle unconscious bias within the classroom? Furthermore, given that active learning has been found to be effective in improving learning outcomes for underserved groups, what are some specific strategies for implementing these within the classroom?
This interactive workshop will review current research on active learning and unconscious bias and then explore multiple case studies showcasing how professors are using technology as well as non-technical techniques to promote inclusion and improve overall student learning and engagement. We will showcase professors that are innovatively incorporating more inclusive techniques in their blended learning, active learning, flipped or traditional classrooms to drive better outcomes for all students.
The workshop will conclude with an overview and demo of a free tool, designed by a female engineer, that promotes active, collaborative learning for students of all backgrounds and is widely adopted in university STEM programs across the world (over 1 million total enrollments from 1000 colleges and universities in 68 countries per academic year).