Is it time for Confronting, Addressing, & Replacing (CARing) exclusionary terminologies in engineering? The CAR (confront, address, replace) Strategy is a new pedagogy aiming to drive out iniquitous terminologies (e.g., “master-slave”) in STEM.
Evaluation of teaching is an integral component of engineering education that is designed to improve student learning and faculty practices. But the data and methods used to conduct evaluation can affect the way faculty make pedagogical choices. It is therefore important that educators and administrators better understand the ways in which faculty beliefs about teaching and learning are related to or affected by institutional evaluation approaches. The purpose of this research is to explore the ways in which institutional evaluation approaches influence the perceptions and actions of engineering faculty and in particular, the way faculty use these data to make changes or improvements to their teaching. To that end, we ask the following question: How do engineering faculty beliefs and practices about pedagogy influence their perceptions of institutional evaluation methods?
Since COVID-19 first shut down schools and universities, students have been struggling to obtain the most out of their education. The current model of conducting lectures and labs through video conferences or pre-recorded meetings does not engage students like meeting in-person would. The research being proposed is distance learning modules that will give students a more engaging and interactive experience than simply watching a video. The goal is to allow students to feel like they are back in the classroom without having to leave the safety of their room. The primary focus will be in augmented or virtual reality solutions as well as the possibility of a design that will give students control over objects and equipment in actual labs again.
