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CSC/CPE 138: Computer Network Fundamentals

Flipped Classroom, Responsive Teaching, Inclusive Language

Reflection on Instructional Change for Equity-Minded Instruction:

Participating in the STEM4EquityMiniGrant to enhance my teaching of CSC/CPE 138 Computer Network Fundamentals has been an invaluable experience. Adopting a flipped classroom model marked a significant shift in my instructional approach, aimed at improving engagement and learning outcomes for Hispanic and low-income students in STEM. This model allowed me to transition from traditional lectures to a more interactive and student-centered learning environment.

Implementing this approach involved a steep learning curve. I had to carefully plan and prepare online materials that were accessible and engaging. This preparation ensured that students could grasp complex concepts at their own pace outside of class. In-class sessions were transformed into dynamic workshops where students applied their knowledge, engaged in problem-solving, and participated in live coding demos. These sessions were particularly beneficial as they provided real-time feedback and allowed me to address students' specific needs and questions.

The response from students has been overwhelmingly positive. Many have expressed that they feel more empowered and supported in their learning journey. The ability to learn at their own pace and the increased interaction during class seem to have fostered a deeper understanding and greater interest in the subject matter.

Reflecting on this experience, I recognize the importance of being adaptable and responsive to the needs of all students. This grant not only improved my teaching practices but also reinforced the value of innovative educational strategies in STEM education. As I continue to refine this approach, I am committed to ensuring that it remains inclusive and effective for every student.

**Evidence of Instructional Change**
Re-designing Assignment 1	Re-designing Assignment 1
Re-designing the assignment 1 with inclusive language and self-paced instruction	Re-designing the assignment 2 with inclusive language and self-paced instruction

Changes in Course Syllabus and Schedules:

Pre Minigrant - Syllabus and Schedule

Pre-CSC-138-syllabus.pdf

Post Minigrant - Syllabus and Schedule

Post-CSC-138-syllabus.doc.pdf

Minigrant Impact Data:

Pre Minigrant - DFW rate, Equity gap data

Pre Minigrant - DFW rate-Ethnicity

Pre-Minigrant DFW Rate by Ethnicity

Pre Minigrant - DFW rate-Pell

Post Minigrant - DFW rate, Equity gap data (*To be completed for FINAL report)

**Faculty Bio**
Faculty Picture	Bio
	Dr. Bang Tran (he/him) is a faculty member in the Computer Science Department. He received his B.S.C from the Asian Institute of Technology, Thailand in 2010, and M.S. from Thammasat University, Thailand, and Tokyo Institute of Technology, Japan, and his Ph.D. from the University of Nevada, Reno. His research foci include single-cell data deconvolution and systems-level analysis. Read more: https://webpages.csus.edu/s.tran/

STEM4Equity: US Dept. of Education STEMHSI P031C210012
*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.