Author: Nonye M. Alozie
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Elementary Teacher Adaptations to Engineering Curricula to Leverage Student and Community Resources
This paper addresses an important consideration for promoting equitable engineering instruction: understanding how teachers contextualize curricular materials to draw upon student and community resources.
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Automated Student Group Collaboration Assessment and Recommendation System Using Individual Role and Behavioral Cue
We propose simple CNN deep-learning models that take in spatio-temporal representations of individual student roles and behavior annotations as input for group collaboration assessment.
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Towards Explainable Student Group Collaboration Assessment Models Using Temporal Representations of Individual Student Role and Behavioral Cues
In this paper we propose using simple temporal-CNN deep-learning models to assess student group collaboration that take in temporal representations of individual student roles as input.
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Designing for Diversity Part 3- Implementation of the Equity and Inclusion Curriculum
In this paper, we provide suggestions for how state and local leaders can move towards transformation and change in curriculum use in schools and communities that serve students with diverse needs, strengths, and contributions to society.
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Designing for Diversity Part 2- The Equity and Inclusion Framework for Curriculum Design
In this paper, we introduce The Equity and Inclusion Framework for Curriculum Design (EI-CD) approach and Equity and Inclusion Design Principles (EI Design Principles).
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Designing for Diversity Part 1. Where is Equity and Inclusion in Curriculum Design?
This paper, the first in a series of three, describes why current approaches to designing STEM+CS curricula are inadequate; defines diversity, equity, and inclusion in the context of curriculum design; and introduces The Equity and Inclusion Framework for Curriculum Design approach for designing and adapting STEM+CS curriculum materials to meet the needs of diverse students.
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Promoting equity and inclusion in STEM curriculum design
We describe a principled approach to designing STEM curricular activities that puts equity and inclusion (EI) at the forefront of the design process from its instantiation to its development.
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Automated collaboration assessment using behavioral analytics
We present the process of developing a tool that assesses collaboration quality based on behavioral communication at individual and group levels.
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Transforming thought to verbalizations: Supporting verbal communication in middle school collaboration activities
We analyzed over 200 middle school students that worked collaboratively to develop instructional guides for teachers and students that use collaboration for problems solving and designing artifacts in science.
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Mapping Individual to Group Level Collaboration Indicators Using Speech Data
To address the challenge of mapping characteristics of individuals’ speech to information about the group, we coded behavioral and learning-related indicators of collaboration at the individual level.
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The challenge of assessing “knowledge in use”: Examples from three-dimensional science learning and instruction
This symposium includes four papers focused on meeting challenges in the design and use of assessments of science proficiency.
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Privacy- preserving speech analytics for automatic assessment of student collaboration
This work investigates whether nonlexical information from speech can automatically predict the quality of small-group collaborations. Audio was collected from students as they collaborated in groups of three to solve math problems.