Addressing the Needs of Hispanic/Latino(a) Students with the Flipped Classroom Model

Alberto Cureg Cruz; Amin Malek; Andrea Medina; Melissa Danforth

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Conference: 2023 ASEE Annual Conference & Exposition
Location: Baltimore , Maryland
Publication Date: June 25, 2023
Start Date: June 25, 2023
End Date: June 28, 2023
Conference Session: Supporting Underrepresented and LGBTQ Students
Tagged Division: Educational Research and Methods Division (ERM)
Tagged Topic: Diversity
Page Count: 23
DOI: 10.18260/1-2--44634
Permanent URL: https://strategy.asee.org/44634
Download Count: 148

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Paper Authors

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Alberto Cureg Cruz California State University, Bakersfield

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Dr. Cruz is an Associate Professor of Computer Science, Principal Investigator of the Computer Perception Laboratory (COMPLAB), and board member of the Center for Environmental Studies (CES) at the California State University, Bakersfield (CSUB). He received a few grants from the National Science foundation and local agencies to support work in applied machine learning and engineering education.

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Amin Malek California State University, Bakersfield

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Professor Malek Mohammadi is a fellow of the UK Higher Education Academy (FHEA) and a Senior Member of IEEE, Member of Engineering Council (CEng), IET and Optical Society of America (OSA) and has published over 90 Scientific Research Papers and a Postgrad

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Andrea Medina California State University, Bakersfield

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Melissa Danforth California State University, Bakersfield

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Melissa Danforth is a Professor of the Department of Computer and Electrical Engineering and Computer Science at California State University, Bakersfield (CSUB). Dr. Danforth is currently co-PI for CSUB's NSF ADVANCE Catalyst grant. Dr. Danforth was the PI for a NSF Federal Cyber Service grant (NSF-DUE1241636) to create models for information assurance education and outreach and the Project Director for a U.S. Department of Education grant (P031S100081) to create engineering pathways for students in the CSUB service area. Additionally, she was the co-PI for an NSF IUSE grant for STEM retention (NSF-DUE 1430398) and the co-PD for multiple U.S. Department of Education grants related to engineering education and outreach. Her research interests are focused on network and system security, particularly with respects to protecting mission-critical resources and services. She is also conducting research in applying biological concepts to cybersecurity, such as artificial immune systems.

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Abstract

This is a work-in-progress paper. The flipped classroom (FC) model is a well established teaching strategy dating to 1970’s practices in the Soviet Union. FC has two decades of use in post-secondary education since it was proposed by Lage et al. However, breaking studies find no academic improvement with FC model among minority students. Rather, it distances at-risk students. Indeed, certain demographics prefer authoritative over dialogic instruction style. We are motivated to determine FCs effectiveness with students at a medium-sized Hispanic Serving Institution (HSI) and Minority Serving Institution (MSI). For one of our NSF grant activities, we piloted two variations of the flipped classroom model. The key idea is that literature finds that FC classes need better regulation of underperforming students. Generally, the FC models in our work included peer-instruction, active learning, recorded lectures, and pre-assessment quizzes. There were no post-assessment assignments or traditional homework. Some sections employed Just-in-Time-Teaching, and careful selection of groups according to skill (within-class homogenous grouping). Other sections experimented with diversity and inclusion-based grouping and project-based learning. Students at the university are non-traditional, a term used to describe individuals who meet some of the following criteria: having a significant gap between post-secondary education and high-school graduation, being financially independent from their parents, having dependents, and working twenty or more hours per week. 60% of the individuals at our campus are Pell eligible. We study an intersectional inequality: wage-based work is disinclined to accommodate students attending lecture during the work day, and minorities may not prefer dialogic instruction. We analyze student attitudes since Fall 2020, among tens of class sections and hundreds of students. Class sections in the study are upper-division core courses in Computer Science, Computer Engineering and Electrical Engineering. Data is collected from mostly online sections during the COVID-19 pandemic. A pre- and post-surveys were administered collecting demographic information and student attitudes. Hispanic/Latino(a) students found videos to be a complete study medium—that it was not required to seek out third-party materials to prepare for class. They found the class to be more engaging, and self-identified that they could identify previous concepts important to the task at hand. Results were surprising because there were no statistically significant differences with a general population’s exposure to FC. Hispanic/Latino(a)s find the FC model described in our work engaging and effective.

Citation
Format

Cruz, A. C., & Malek, A., & Medina, A., & Danforth, M. (2023, June), Addressing the Needs of Hispanic/Latino(a) Students with the Flipped Classroom Model Paper presented at 2023 ASEE Annual Conference & Exposition, Baltimore , Maryland. 10.18260/1-2--44634

TY - CPAPER
AB - This is a work-in-progress paper.
The flipped classroom (FC) model is a well established teaching strategy dating to 1970’s practices in the Soviet Union. FC has two decades of use in post-secondary education since it was proposed by Lage et al. However, breaking studies find no academic improvement with FC model among minority students. Rather, it distances at-risk students. Indeed, certain demographics prefer authoritative over dialogic instruction style. We are motivated to determine FCs effectiveness with students at a medium-sized Hispanic Serving Institution (HSI) and Minority Serving Institution (MSI).
For one of our NSF grant activities, we piloted two variations of the flipped classroom model. The key idea is that literature finds that FC classes need better regulation of underperforming students. Generally, the FC models in our work included peer-instruction, active learning, recorded lectures, and pre-assessment quizzes. There were no post-assessment assignments or traditional homework. Some sections employed Just-in-Time-Teaching, and careful selection of groups according to skill (within-class homogenous grouping). Other sections experimented with diversity and inclusion-based grouping and project-based learning.
Students at the university are non-traditional, a term used to describe individuals who meet some of the following criteria: having a significant gap between post-secondary education and high-school graduation, being financially independent from their parents, having dependents, and working twenty or more hours per week. 60% of the individuals at our campus are Pell eligible.
We study an intersectional inequality: wage-based work is disinclined to accommodate students attending lecture during the work day, and minorities may not prefer dialogic instruction. We analyze student attitudes since Fall 2020, among tens of class sections and hundreds of students. Class sections in the study are upper-division core courses in Computer Science, Computer Engineering and Electrical Engineering. Data is collected from mostly online sections during the COVID-19 pandemic.
A pre- and post-surveys were administered collecting demographic information and student attitudes. Hispanic/Latino(a) students found videos to be a complete study medium—that it was not required to seek out third-party materials to prepare for class. They found the class to be more engaging, and self-identified that they could identify previous concepts important to the task at hand. Results were surprising because there were no statistically significant differences with a general population’s exposure to FC. Hispanic/Latino(a)s find the FC model described in our work engaging and effective.

AU - Alberto Cureg Cruz
AU - Amin Malek
AU - Andrea Medina
AU - Melissa Danforth
CY - Baltimore , Maryland
DA - 2023/06/25
PB - ASEE Conferences
TI - Addressing the Needs of Hispanic/Latino(a) Students with the Flipped Classroom Model
UR - https://strategy.asee.org/44634
DO - 10.18260/1-2--44634
ER -