Inclusive Teaching in Isolating Situations: Impact of COVID-19 on Efforts Toward Increasing Diversity in BME
Inclusive Teaching in Isolating Situations: Impact of COVID-19 on Efforts Toward Increasing Diversity in BME
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隔离情况下的包容性教学：COVID-19 对增加 BME 多样性的影响
DOI：
10.1007/s43683-020-00012-1
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发表时间：
2020
期刊：
影响因子：
--
通讯作者：
Zoltowski, Carla B.
中科院分区：
文献类型：
--
作者：
Matters, Memoria E.;Brightman, Andrew O.;Buzzanell, Patrice M.;Zoltowski, Carla B.
我们的研究小组的成立是为了调查工程教育中三个目标的交集：学生的专业形成，多样性和包容性，以及对工程的社会技术感知。我们在一所大型研究型大学的两个工程系——电子与计算机工程系（ECE）和生物医学工程系（BME）——的比较研究中，与教职员工和学生合作，用设计思维实现了这些目标。在我们最近的工作中，我们强调了教师支持工程专业学生的重要性，特别是那些代表性不足的群体。通过采访，我们发现BME的本科生觉得他们是“靠自己”来驾驭获得学位和找工作的系统。他们觉得自己应该学会有效的学习习惯，找到一个实用的专业，并寻求专业发展机会。然而，所有这些技能在很大程度上都受到学生以前在工程领域的知识和经验，或文化和社会资本的影响。如果让学生自己去应对BME职业生涯的复杂性，那么那些不太可能拥有该职业所需的文化和社会资本的弱势学生，就会在成功的道路上处于明显的劣势。因此，如果教授在课堂内外都能更多地与学生互动，就能在多元化的学生群体中创造公平的竞争环境。
BackgroundOur research group was formed to investigate the intersection of three goals in engineering education: professional formation of students, diversity and inclusion, and a sociotechnical perception of engineering. We approached these goals with design thinking in collaboration with faculty, staff, and students in a comparative study of two engineering departments—electrical and computer engineering (ECE) and biomedical engineering (BME)—at a large, research-intensive university. In our recent work, we have highlighted the importance of faculty support for engineering students, especially those in underrepresented groups. Through interviews, we found that BME undergraduate students felt they were “on their own” to navigate the system of getting their degree and finding jobs. 1 They felt it was up to them to learn effective study habits, find a practical specialization, and seek out professional development opportunities. However, all of those skills are heavily influenced by students’ previous knowledge and experience, or cultural and social capital, within the world of engineering. If it is left up to students to navigate the complexities of a career in BME, then underrepresented and underprivileged students, who are less likely to have the types of cultural and social capital typically expected for that career, are at a distinct disadvantage for success. Therefore, if professors become more engaged with their students both inside and outside of the classroom, it can help level the playing field among a diverse student body.
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