Promoting Inclusivity through the Use of Concept-Based Instruction, Learning Assistants, and Adaptive Learning Modules

WORKSHOP Students often struggle with issues of belonging in introductory STEM classes. Content can be challenging, and some complain of the "chilly climate" in many of these courses. A team from CSU XXX and XXX Community College collaborated on a grant funded by the California Learning Lab (titled Mechanics of Inclusion and Inclusivity in Mechanics) to develop materials and practices to try to help promote both learning as well as increased belonging and identity in introductory mechanics classes. In this workshop we will share some of our work, and assist participants in developing their own learning materials to help promote an inclusive classroom environment. Learning Outcomes Participants will be able to: 1) Explain the benefits of concept-based, active instructional techniques 2) Create draft concept questions, ranking tasks, and/or inquiry-based learning activities for use in their courses 3) Compare and contrast the Learning Assistant Model to other forms of peer instruction (e.g., embedded tutors or TAs) 4) Develop strategies to establish a Learning Assistant model at their own institution 5) Discuss other methods for establishing a welcoming, inclusive classroom environment Our work focuses on mechanics courses – physics, statics, and dynamics - but the workshop should benefit anyone who teaches STEM courses. Activities will stress workshop participation – undergraduate students will serve as Learning Assistants as the workshop leaders "teach" mechanics concepts. Participants will get the chance to experience things from the student perspective, and then use this to develop some of their own learning materials. We will discuss some of our work on belonging, and allow participants to be participants in an intervention. The minimum length needed would be 90 minutes, although 2 hour with time for a break would be optimal.