Author(s):
Need:
This project’s main goal is to explore the impact of integrating inclusive and equitable learning and engagement strategies (IE-LESs) in computing online synchronous learning environments (OSLEs) and sharing resources across multiple institutions on students’ learning outcomes, engagement, and retention. LESs refer to collaborative learning, gamification, problem-based learning, and social interaction, all active learning approaches.
The specific objectives of the project are as follows:
1. Conduct professional development for PI faculty and learning assistants (LAs) at the collaborating institutions in IE-LESs and use technologies effectively to support computing OSLEs. All professional development will be conducted virtually.
2. Transform current pedagogies and modalities in specified classes to using IE-LESs in computing OSLEs at collaborating institutions to promote inclusive and equitable online teaching and learning, resulting in improved learning outcomes and increased retention rates.
3. Develop innovative computing OSLE courses that can be shared across the collaborating institutions, e.g., Fundamentals of Startups and Web Technologies. These courses are expected to be open to students at all the collaborating institutions.
4. Conduct studies to determine (a) the effectiveness of preparing the PI faculty and learning assistants to integrate IE-LESs in computing OSLEs; (b) how integrating IE-LESs into computing OSLEs at diverse institutions impacts student achievement of learning outcomes, retention, and engagement in computing classes; and (c) the effectiveness of the computing OSLE courses shared across collaborating institutions.
Guiding Question:
We hypothesize that integrating IE-LESs into computing OSLEs, sharing resources across multiple institutions, and using the technology effectively will improve student achievement of learning outcomes and increase retention rates compared to other learning environments, specifically face-to-face and asynchronous online environments.
Outcomes:
The Teaching PIs at the collaborating institutions are currently running pilot courses in the current pedagogies and modalities in those classes that will be transformed into classes using IE-LESs in computing OSLEs. These classes are using LAs in preparation for the transformation. It is anticipated that the transformation will improve student learning outcomes, engagement, and retention.
Broader Impacts:
• This IUSE CUE-T project is a collaborative effort involving six (6) academic institutions. These institutions are Florida International University (Lead) – a Hispanic Serving Institution (HSI), Alabama A&M University – Historically Black College or University (HBCU), Cal Poly Humboldt (HSI), Florida A&M University (HBCU), Rider University (small university – less than 5000 students), and the University of Wisconsin Parkside (small university).
• In Fall 2023, three professional development workshops were held for the Teaching PIs on the project that benefited the attendees in the areas of learning and engagement strategies, inclusive and equitable pedagogies, and the effective use of LAs in the classroom.
• In Spring 2024, nine (9) undergraduate students from five (5) collaborating institutions attended the LA seminar. The seminar exposes students to learning theory, formative assessment, and active learning approaches, among other topics used in the classroom. Students must work as LAs in the classroom while they take the seminar, thereby practicing the techniques and strategies learned in the seminar.
Coauthors
Peter J Clarke Florida International University, Florida ; Yujian Fu Alabama A&M University, Alabama;Sharon Tuttle Cal Poly Humboldt, California; Edward L Jones Florida A&M University, Florida ; Mourya Reddy Narasareddygari Rider University, New Jersey; Vijayalakshmi Ramasamy University of Wisconsin – Parkside, Wisconsin
