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Dr. Jing Pang's Presentation: Video for the STEM Culminating Event Fall 2023:

EEE64: Introduction to Logic Design

Problem Solving, High-Context Learning, Diversity

Reflection on Instructional Change:

One practice from the ESCALA curriculum that I have implemented in my EEE64 course for the fall 2023 semester is the use of a simplified real-life online discussion assignment to motivate student learning. I selected this technique because I participated in the ESCALA program required by this Faculty Learning Community (FLC) and this is one of the techniques recommended by the ESCALA program. I think it might be beneficial to connect students' learning to real-life experiences and the online discussion format encourages student learning with high-context cultures.

In my EEE64 course, I used to give individual homework assignments that did not require student interaction. Through participating in this FLC, I learned that high-context practices that encourage student interaction and student work related to real-life experiences are helpful for student learning. I provided one online discussion topic which required students to work together in groups to solve a simplified real-life problem.

First, students were organized together in groups to encourage interaction with each other. Then I created one simplified real-life problem for them to work together for problem-solving and online discussion. For students to feel comfortable solving this complicated problem, I have developed multiple problems with intermediate complexity to guide students. I gave this discussion topic after the middle of the semester. I allowed students to change groups for discussion. I checked on students' progress and gave them a flexible deadline so that they had enough time to work on problem-solving together. Some students were comfortable with questions of moderate complexity and I facilitated discussion of the last difficult question.

I appreciated the opportunity to attend this FLC, which allowed me to understand the difference in learning among diverse students with low-context and high-context cultures. The knowledge I gained from this FLC is helpful for my teaching. I have learned to include the student online discussion to support high-context culture-based learning. In addition, I have created one simplified real-life experience online discussion for students to work together in groups to motivate them more in learning.

**Evidence of Instructional Change**
Screenshot of My Canvas Topic 4 Assignment	Screenshot of Student Solution of Topic 1 of 1-Bit Comparator Logic Design

Changes in Course Syllabus and Schedules:

Pre FLC - Syllabus and Schedule

Post FLC - Syllabus and Schedule

**Faculty Bio**
	Professor Pang received her Ph.D. degree in electrical engineering from Ohio University in 2003. In 2003, she became an Assistant Professor in the Department of Electrical and Electronic Engineering (EEE) at California State University, Sacramento (CSUS). She is currently an EEE professor at CSUS.

This work was supported by grant funding from:
	STEM4Equity: US Dept. of Education STEMHSI P031C210012 NSF STEMZone: 1832335 *Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of Sacramento State.