Next Thursday, Jemal Halkiyo from Arizona State University will share his research on enhancing the equity and inclusivity in engineering education.
Title:
Enhancing the Equity and Inclusivity of Engineering Education for Diverse Learners through an Innovative Instructional Design, Delivery, and Evaluation: International Students in Focus
Abstract:
In the United States, 64.9% of all engineering master's and 59.0% of all engineering doctoral degrees are awarded to international students [1]. These international students bring significant cultural and economic value to engineering education programs but face unique social, cultural, and academic challenges [27]. Therefore, we need to create more inclusive engineering education environments to enable international engineering students to overcome these challenges and to foster diverse perspectives in the engineering learning community. One way of moving towards more inclusive engineering education environments is to incorporate innovative lessons into engineering courses and curricula that consider effective instructional design principles. This talk explores experiences of how engineering professors design effective instruction lessons to enhance education inclusivity and equity for diverse student groups in engineering education.
Biography:
Jemal Halkiyo is a Ph.D. student in Engineering Education Systems and Design at Arizona State University. Mr. Halkiyo has a Bachelor of Science from Hawassa University, and a Master of Science in Civil Engineering from Arba Minch University, both in Ethiopia. Mr. Halkiyo uses mixed methods to study his primary research interest: engineering education equity and inclusivity among diverse student groups: international and domestic undergraduate students in the United States higher education institutions.
In addition, Mr. Halkiyo is interested in broadening the participation of engineering education in Ethiopian universities to increase the diversity, inclusivity, equity, and quality of Engineering Education. He studies how different student groups, such as women and men, rich and poor, students from rural and urban, and technologically literate and less literate, can have quality and equitable learning experiences and thrive in their performances. Mr. Halkiyo has taught different Civil Engineering courses at Bule Hora University, Ethiopia, where he also served as a department head and conducted various research and community projects. While in the U.S., Mr. Halkiyo had an opportunity to participate in the NSF research project “PaiRED: Partnering Across Insider-views of REvolutionizing engineering and computer science Departments” led by Dr. Nadia Kellam (PI).
Thurs, 10/10, from 2-3pm
Zoom Link (no in-person component): https://unl.zoom.us/j/212107342