Academic Impressions: Cultivating an Inclusive Classroom Environment

Topic: Integrate More Collaborative Activities to Enhance Student Belonging

Course: EEE64: Introduction to Logic Design

Reflection on Instructional Change:

In my EEE64 Introduction to Logic Design class, I used Session 3 of the Academic Impressions program to foster an inclusive classroom environment. Collaborative activities involve students working in small groups to discuss problems and find solutions. I have implemented this strategy in a blended format, combining online and in-person teaching. Due to COVID-19, online teaching has become imperative for the majority of educators in higher education. Before the pandemic, I exclusively relied on face-to-face teaching methods. However, in response to the pandemic, I recorded my lectures online. In Spring 2024, I taught my EEE64 class in a classroom setting on Mondays, while the Wednesday session was taught asynchronously online. At times when students convened on Mondays, I devised practice problems for them to tackle in small groups. On those days, some students attended the classroom sessions, while others joined my lectures online. Inside the classroom, I instructed students to form groups, while for online attendees, I utilized Zoom breakout rooms to assign them into groups for collaborative problem-solving exercises. After they had completed their tasks, I facilitated a class-wide discussion. My teaching strategy fostered connections among students. This approach provided students the chance to acquaint themselves with classmates, listen to diverse perspectives, and learn from one another through small group discussions.

Collaborative discussion activities enable students to engage in dialogue about course material, aiding them in maintaining focus and investment in comprehending the course content. This facilitate critical thinking and information analysis. Given the diverse backgrounds and perspectives of students, small group discussions permit the sharing of unique viewpoints, leading to a deeper grasp of problems and potential solutions. Such discussions foster collaboration, encouraging teamwork, communication, and cooperation – essential skills for success in academic and professional domains. Moreover, they encourage students to think critically by prompting them to question assumptions, evaluate evidence, and explore alternative solutions. These interactions also promote social engagement among students, bolstering motivation, confidence and a sense of belonging.

Reflection on Impact of Instructional Change:

My proposed assessment plan included: 1. Direct assessment through students' performances and grades on the proposed assignments. 2. Adapting VALUE rubrics related to Problem Solving - Rubric and Standards of Performance. Based on students' performances and grades, all students who attended the midterm exam met or exceeded expectations. Among them, only one student received a grade of 78. All other students received grades equal to or above 80. Two students failed to attend the exam. Despite my attempts to contact them via email, they did not respond, and consequently, they were not included in the evaluation data provided above.

Learn more about the impact of my project:

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**Faculty Bio**
	Professor Pang earned her Ph.D. in electrical engineering from Ohio University in 2003. Following this, she assumed the role of Assistant Professor in the Department of Electrical and Electronic Engineering (EEE) at California State University, Sacramento (CSUS) in the same year. Presently, she serves as a professor in the EEE department at CSUS.

This work was supported by:
	Grant funding from Academic Affairs & the Office of Inclusive Excellence *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.