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CPE166: Advanced Logic Design

Diversity in Classroom, Inclusivity in Classroom, Culturally Responsive Group Project

Reflection on Instructional Change for Equity-Minded Instruction:

To foster a more equitable learning environment, I've embraced culturally responsive teaching and inclusive pedagogy. This involves engaging students in a group project activity that encourages collaboration and active application of concepts to enrich their learning experience. I selected this approach to cultivate an inclusive and supportive learning atmosphere. Additionally, I have introduced a group discussion norm quiz as an icebreaker to encourage collaborative efforts among students. To address the diverse needs and learning styles of students, I have created many asynchronous video lectures, aiming to offer a flexible and engaging learning experience for all students.

I have taken specific steps to implement changes in my CPE166 class. I've chosen the group discussion norm quiz as an icebreaker to encourage collaborative work among students. I hope that this approach enables me to utilize the online format to foster an inclusive and supportive learning environment in my class. This quiz does not count towards student course grade. Nevertheless, it is essential to establish norms for group collaboration and discussion work in my CPE166 class.

Moreover, I have incorporated a culturally relevant topic into project work so that students can feel more personally invested and engaged in the learning process, and to connect classroom learning to students' lived experience, making the content more meaningful and relevant to their lives. I have assigned a traffic control project and tasked students with collaborating in groups to address the challenge. I have encouraged students to personalize their design project by observing real road intersection traffic lights and making appropriate adjustment to their design parameters. My goal is to celebrate diversity and acknowledge the individual identities, experiences, and contributions of all students, thereby nurturing a sense of belonging and inclusion in the classroom.

I posted a group discussion norm quiz consisting of four questions on Canvas to gather student feedback. The majority of students have responded to the quiz with a positive attitude. For instance, in response to question 2 of the quiz, “I will respond to the team email with a friendly tone”, all 44 students in the entire class answered "True".

After establishing the course group norms, students have worked in groups on their traffic light control project and posted their work on Canvas.

This project contributes to overall student success in STEM. It captures students' interest by connecting STEM concepts to their personal experience. This heightened engagement can lead to increased motivation and commitment to learning. Overall this project is intended to promote student success in STEM by fostering engagement, relevance, diversity, equity, contribute meaningfully to STEM. I have recorded many video lectures which play a vital role in equity-minded pedagogy by promoting accessibility, accommodating diverse learning needs, reinforcing concepts, offering flexibility, enhancing engagement, and fostering inclusivity in the classroom.

**Evidence of Instructional Change**
Group Based Traffic Light Control Project	Sample of Student Work
Fig. 1. Screenshot of a section of my canvas assignment	Fig. 2. Screenshot of student group design work

Changes in Course Syllabus and Schedules:

Pre Minigrant - Syllabus and Schedule

Post Minigrant - Syllabus and Schedule

Minigrant Impact Data:

Pre Minigrant - DFW rate, Equity gap data

CPE166_Pre_Ethnity_DFW

CPE166 Pre PELL DFW

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

**Faculty Bio**
Faculty Picture	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.

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.