We develop learning activities specifically designed to help students recognize implicit bias in the things they create and to support more collaborative mindsets and communities. This work is grounded in the following learning theories: identity theory and universal design. These theories support the following design principles: discussions and regular reflective activities. We conduct design-based research (iterative cycles of development, testing, and refinement of interventions in authentic contexts) over several iterations/semesters in several courses across multiple disciplines to refine the design thinking approach for supporting collaboration.
Publications in Refereed Journals and Conferences
Lessons Learned: Faculty Watch Parties are a Powerful Approach to Foster Diversity and Inclusivity Discussions Malini Natarajarathinam, Michael Johnson, Lance White, Sara Amani, Samantha Ray, Larry Powell, Tracy Hammond, Shawna Thomas, Robert Lightfoot, Rachelle Pedersen, J. Michael Moore, in Proc. of the American Society for Engineering Education (ASEE) Annual Conference, Minneapolis, MN, USA, August 2022.
The Disconnect Between Engineering Students’ Desire to Discuss Racial Injustice in the Classroom and Faculty Anxieties Tracy Hammond, Samantha Ray, Paul Taele, Shawna Thomas, Karan Watson, Christine Stanley, Seth Polsley, in Proc. of the American Society for Engineering Education (ASEE) Annual Conference, Virtual, July 2021.
Presentations, Panels, and Other Publications
Quick-Fire Rotations for Discussions and Perspective Taking Shawna Thomas, Robert Lightfoot, Transformational Teaching and Learning Conference (TTLC), Texas A&M University, May 2022.
Reimagining Diversity and Inclusion Activities: Raising Awareness through an Accessible Conversation about Key Contributions Shawna Thomas, Charles Peak, Transformational Teaching and Learning Conference (TTLC), Texas A&M University, May 2021.