Leveling the Playing Field: Enacting Equitable Pedagogy to Teach Rigid Body Dynamics

Eleazar Marquez; Samuel Garcia

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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: Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 3
Tagged Divisions: Equity and Culture & Social Justice in Education Division (EQUITY)
Tagged Topic: Diversity
Page Count: 17
DOI: 10.18260/1-2--43459
Permanent URL: https://peer.asee.org/43459
Download Count: 143

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Paper Authors

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Eleazar Marquez The University of Texas, Rio Grande Valley

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Dr. Marquez is a Lecturer in the Department of Mechanical Engineering at The University of Texas Rio Grande Valley. His research efforts focus on dynamics and vibrations of mechanical systems under various loads. The mathematical models developed include deterministic and stochastic differential equations that incorporate finite element methods. Additionally, Dr. Marquez research efforts focus on developing and implementing pedagogical methods in engineering education.

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Samuel Garcia The University of Texas, Rio Grande Valley

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Dr. Samuel García Jr. serves as an Educator Professional Development Specialist at Kennedy Space Center. Prior to his position at Kennedy Space Center, Dr. García worked at NASA’s Jet Propulsion Laboratory in Pasadena, CA. As an education specialist, Dr. García is deeply committed to developing STEM educational mindsets, tools, and resources and facilitate educational experiences for educators and students. Prior to working as an education specialist, Dr. García served as secondary school educator in Rio Grande Valley in Texas for seven years. Dr. García, a first-generation college student, earned both his bachelor’s and master’s degrees from the University of Texas Río Grande Valley, formerly University of Texas Rio Grande Valley. He also holds a doctorate degree in School Improvement from Texas State University.

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Abstract

Research examining the quality of engineering programs across different instructions of learning has revealed that no two programs are alike. Each program has unique and distinctive features that influence the quality and rigor of education that students receive. Institutional culture, leadership, faculty preparedness, funding and many other factors influence program quality. Additionally, researchers have also noted that many institutional gaps and equity related issues are persistent and troublesome facets that further exacerbate the academic gaps in STEM education. It is within this context, that students attending top tier universities will likely have remarkedly vast academic experiences in terms of level of rigor and quality of education when compared to their counterparts enrolled in minority serving institutions. In this study, a mechanical engineering faculty previously employed at a tier-one private research institution, taught a Rigid Body Dynamics course in a minority-serving institution with the same rigor but with a different pedagogical approach. The objective was to implement equity teaching and expose underrepresented students to the rigorous vector approach, which is only taught at a very few top tier-one institutions across the country and involves having a sound understanding of vector calculus and linear algebra. Given the student mathematical deficiency, the faculty member decided to implement an inclusive teaching methodology by working out step-by-step examples as a collaborative effort with student to adopt the rigor the course. The structure of the class was as followed: introduction, inquire, theory, and examples. A self-developed, open-ended survey was conducted to a total of 44 students enrolled in the engineering course. Results indicate that solving examples during class provided a foundation to fully understand the theoretical aspects of the course and allowed assignments to be completed with much ease. Students also mentioned that the rigor of the course was nothing they had experienced before, but given the pedagogical strategy implemented of solving step-by-step examples, it was to easier to appreciate the intricate details of a vectorial approach. Others felt valued by being treated as students in top tier institutions, while a few mentioned the rigor of the course is needed to ensure the quality of education.

Citation
Format

Marquez, E., & Garcia, S. (2023, June), Leveling the Playing Field: Enacting Equitable Pedagogy to Teach Rigid Body Dynamics Paper presented at 2023 ASEE Annual Conference & Exposition, Baltimore , Maryland. 10.18260/1-2--43459

TY  - CPAPER
AB  - Research examining the quality of engineering programs across different instructions of learning has revealed that no two programs are alike. Each program has unique and distinctive features that influence the quality and rigor of education that students receive. Institutional culture, leadership, faculty preparedness, funding and many other factors influence program quality. Additionally, researchers have also noted that many institutional gaps and equity related issues are persistent and troublesome facets that further exacerbate the academic gaps in STEM education. It is within this context, that students attending top tier universities will likely have remarkedly vast academic experiences in terms of level of rigor and quality of education when compared to their counterparts enrolled in minority serving institutions. In this study, a mechanical engineering faculty previously employed at a tier-one private research institution, taught a Rigid Body Dynamics course in a minority-serving institution with the same rigor but with a different pedagogical approach. The objective was to implement equity teaching and expose underrepresented students to the rigorous vector approach, which is only taught at a very few top tier-one institutions across the country and involves having a sound understanding of vector calculus and linear algebra. Given the student mathematical deficiency, the faculty member decided to implement an inclusive teaching methodology by working out step-by-step examples as a collaborative effort with student to adopt the rigor the course. The structure of the class was as followed: introduction, inquire, theory, and examples. A self-developed, open-ended survey was conducted to a total of 44 students enrolled in the engineering course. Results indicate that solving examples during class provided a foundation to fully understand the theoretical aspects of the course and allowed assignments to be completed with much ease. Students also mentioned that the rigor of the course was nothing they had experienced before, but given the pedagogical strategy implemented of solving step-by-step examples, it was to easier to appreciate the intricate details of a vectorial approach. Others felt valued by being treated as students in top tier institutions, while a few mentioned the rigor of the course is needed to ensure the quality of education. 
AU  - Eleazar Marquez
AU  - Samuel Garcia
CY  - Baltimore , Maryland
DA  - 2023/06/25
PB  - ASEE Conferences
TI  - Leveling the Playing Field: Enacting Equitable Pedagogy to Teach Rigid Body Dynamics 
UR  - https://peer.asee.org/43459
DO  - 10.18260/1-2--43459
ER  -