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General Card #4104
Incorporating Student Voice and Choice in the Engineering Classroom by Utilizing Universal Design for Learning and Inclusive Teaching Styles
Updated: 9/3/2024 12:23 PM by Michael Johnson
Reviewed: 8/5/2024 10:54 AM by Becky Benishek
Summary
Providing opportunities for the diverse learning styles of students to lend their voices to the course content and assignments to encourage intrinsic motivation
Description

In recognition of the diverse learning styles present within any engineering classroom, this compilation represents a variety of teaching methods that integrate the Entrepreneurial Mindset (EM). These inclusive teaching methods can be utilized and further developed by engineering faculty to create a more engaging and learning environment to further a sense of belonging to all that enter the classroom. While the specific implementation may vary depending on the course content, the core principles of EM remain consistent.

By taking the time to explore different teaching styles, faculty are not only encouraging students to develop an EM, but they are using universal design for learning (UDL) framework in their classroom. By doing so, they are creating a classroom that is inclusive of all students' learning styles.

  1. Provide Visual Syllabus [See Card #4105]
  2. Allow Students to Choose Their Final Assessment Method [See Card #4106 - DRAFT]
  3. Permit Students to Design Their Final Project [See Card #4107 - DRAFT]
  4. Offer Alternatives to Weekly Quizzes [See Card #4108 - DRAFT]
  5. Design Syllabus Collaboratively with Students [See Card #4109 - DRAFT]
  6. Use Specification (Spec) Grading [See Card #4110 - DRAFT]
  7. Incorporate Extra Credit Assignments [See Card #4111 - DRAFT]
  8. Assign Students to Teach a Class Lesson [See Card #4112 - DRAFT]
  9. Employ Photovoice [See Card #4113]
  10. Utilize Pink Time [See Card #2768]

Please note: the development of these methods has benefited from the expertise, knowledge, mentorship, and guidance of faculty colleagues across the Pennsylvania State University and Wake Forest University. Their contributions are gratefully acknowledged.

Curiosity
  • Explore a contrarian view of accepted solution
Connections
  • Integrate information from many sources to gain insight
Creating Value
  • Identify unexpected opportunities to create extraordinary value
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