Equity-Minded Pedagogy Spring 2025 supported by Center for Teaching & Learning at Sacramento & the Chancellor's Office.

Equity-Minded Pedagogy | Maria Jose Echeverria

Civil Engineering, Active Learning, Skeletal Outline Notes

Reflection on Instructional Change:

One institutional barrier I identified from the CSUS data is the significant gender gap within the College of Engineering and Computer Science (ECS). According to the enrollment statistics, 83% of ECS students are male, while only 17% are female. This reveals a major disparity in gender representation and highlights the ongoing challenge of attracting and retaining women in STEM fields. Despite national and local efforts to improve diversity in engineering, this data shows that more intentional and sustained strategies are needed at Sac State to close the gender gap. In addition to gender, the data also shows underrepresentation of certain racial groups, including Black students (4%) and Pacific Islanders (1%), raising concerns about how inclusive and supportive the ECS environment is for students from all backgrounds.

In reviewing course data, I noticed that students from non-traditional or transfer backgrounds struggled the most with key structural concepts. Office hours and optional tools like Socrative quizzes were mostly used by students already doing well. Many disengaged mid-semester, especially those from underrepresented groups. This suggests deeper barriers, like discomfort seeking help or not knowing how to access support. What stood out most was the performance drop between the first and second midterm, despite my efforts to provide extra resources. It made me reflect on whether my support strategies are truly reaching all students, or just those already familiar with academic systems.

One powerful insight I gained came from a first-generation Hispanic student who shared how they began the semester overwhelmed and unsure of how to navigate college expectations. Despite balancing a heavy course load and personal health challenges, they felt supported by the inclusive classroom environment, peer collaboration, and flexibility in grading. Their story affirmed that creating space to revisit foundational concepts and allowing students to ask questions without fear of judgment truly matters. It also reinforced how critical it is to recognize the invisible challenges many students face—and to design instruction that encourages persistence, not perfection.

Throughout the FLC, several activities shaped how I approach instruction, but Module 5: Prototyping for Change was one of the most impactful. It pushed me to design more inclusive learning tools, leading to the Load Path Explorer (Figure 1), a hands-on model that helps students visualize load transfer in structures. I shared this model in the module as part of my broader efforts supported by the Probationary Faculty Development Grant to create the Structural Learning Lab. This work aims to close equity gaps, especially for first-gen and underrepresented students. Module 4’s Journey Mapping was also influential, offering a meaningful opportunity to hear directly from students. Their feedback reinforced how important it is to create supportive environments where all students feel seen, valued, and empowered to learn.

See description under image. Figure 1. The Load Path Explorer, created using 3D printing, is a hands-on teaching tool designed to help students visualize load transfer and tributary areas in structural systems.

**Faculty Bio**
Faculty Picture	About Me
María José Echeverria Landeta	María José is a first-generation college graduate from Cayambe, Ecuador, with degrees in Civil Engineering and Law. She holds dual PhDs in Civil Engineering from Pontificia Universidad Católica de Chile and the University of Colorado Boulder, where she focused on earthquake and structural engineering. In 2024, she joined Sac State as an Assistant Professor, where she has felt welcomed and supported, receiving both the Probationary Faculty Development Grant and the Research and Creativity Award. Passionate about mentorship and equity in education, María José is dedicated to empowering underrepresented students to thrive in engineering.

**This work was supported by:**
Projects	Logos
National Science Foundation Hispanic Serving Institution Project STEM Zone DUE 1832335 US Department of Education Hispanic Serving Institution Project Degree with a Purpose P031S210061 US Department of Education Hispanic Serving Institution Project STEM4Equity 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 the National Science Foundation or the US Department of Education.