2023 ASEE Annual Conference & Exposition

Exploring Diversity, Equity, and Inclusion in Remote Laboratories

Presented at Experimentation and Laboratory-Oriented Studies Division (ELOS) Technical Session 3: Best of ELOS

Over the past two decades, remote labs (physically existing laboratory equipment that can be used over distance) have evolved significantly and have been integrated into undergraduate laboratory instruction, allowing flexibility of place, time, and learning. Remote labs got much more attention during the global pandemic, which allowed institutes to incorporate laboratory work in engineering courses independently from social distancing requirements and other restrictions. The earliest remote laboratories were designed to permit flexibility of equipment access. Incorporating such laboratories in engineering education, however, also allows inclusivity, democratization, and participation [1, 2]. Information technology's affordance and fairness become crucial when accessing laboratory equipment. While there is much research on how remote labs contribute to the overall learning experience, there is little or no investigation into whether and how remote labs promote inclusion and equity in conjunction with instructional laboratory experiences. In addition to that, ABET proposed modifications to the general criteria for accrediting engineering programs, which states that the curriculum should also include a professional education component consistent with the institution's mission and the program's educational objectives and promotes diversity, equity, and inclusion awareness for career success [3].

In the above described context, this study discusses learners' opinions about remote labs and how such labs support equity and inclusion in the laboratory environment. More specifically, the study will highlight data on the perception of students who think remote labs serve equitably and fair to learners, irrespective of their prior background, race, ethnicity, or color. It also discusses remote labs' contributions and contrasts with ABET's proposed modifications and the implications of research findings for making remote labs inclusive, fair, and accessible to every learner.

The research questionnaire reflects the integrities of inclusion and equity and its contribution towards the principle of fairness and equal access [4]. A Mixed-method study was conducted with students in electrical engineering at a West public university in the United States to analyze their experience. Participants completed a survey and participated in a semi-structured interview. The survey questions constitute three significant focuses: Demographic, Climate, and Culture. Demographic questions focus on class statistics, and climate questions focus on fairness in remote lab environments. In contrast, culture questions are to understand the accessibility and usability of the tool and technology used. These data were analyzed to introspect remote labs and how they influence learning goals, accessibility, and fairness.

References -
[1] Lindsay & Good (2005) also observed statistically significant differences in the students’ perceptions of the objectives of the laboratory experience as a function of which access mode they had experienced.
[2] Johri, A., & Olds, B. M. (Eds.). (2014). Editors. In Cambridge Handbook of Engineering Education Research (pp. xiii-xiv). contributors, Cambridge: Cambridge University Press. Madhavan and Lindsay, Use of Information Technology in Engineering Education
[3] ABET, Criteria for Accrediting Computing Programs, 2022-2023, retrieved from Section IV. Proposed Changes to the Criteria, https://www.abet.org/accreditation/accreditation-criteria/criteria-for-accrediting-applied-and-natural-science-programs-2022-2023/#4 (last accessed 11/04/2022)
[4] M. Pollock, “Glossary, Terminology, Definitions, Keywords”, retrieved from EngineerInclusion.com https://engineerinclusion.com/what-vocabulary-do-i-need-to-know-related-to-diversity-equity-and-inclusion/ (last accessed 11/04/2022)

Authors

Mr. Animesh Paul University of Georgia [biography]

Animesh was born in Tripura, India, and raised in a liberal modern “brown” military upbringing. He prefers the pronouns “He/They” and considers himself a creative, sanguine, and outgoing individual. He graduated with a bachelor’s degree in Technology focusing on Electronics and Electrical Engineering from KIIT University. He is now a part of the Engineering Education Transformation Institute as a Ph.D. student under the advisement of Dr. Racheida Lewis. His research is in Engineering Education, focusing on equity, inclusion in the classroom, and easing student transition to the workforce catering to STEM graduates.
Marcos Jose Inonan Moran University of Washington [biography]

Marcos Inonan is a PhD student and research assistant in the Remote Hub Lab (RHLab) of the department of Electrical and Computer Engineering at the University of Washington in Seattle. His research is centered on developing remote laboratories with a lens of equitable access to engineering education, and driven by his commitment to promote diversity, equity and inclusion in STEM education. In addition to his research on remote laboratories, Marcos has expertise in digital communication theory, signal processing, radar technology, and firmware engineering. Additionally, he has extensive experience in teaching embedded systems and senior design courses.
Dr. Rania Hussein University of Washington [biography]

Dr. Rania Hussein is an Associate Teaching Professor in the Electrical and Computer Engineering department at the University of Washington, where she also serves as the founder, principal investigator, and director of the Remote Hub Lab (RHLab). With her research focus on embedded systems, medical image analysis, digital twinning, and remote engineering, Dr. Hussein is committed to developing innovative solutions that enhance equity and access in engineering education and telehealth practices. Her work in promoting diversity, equity, and inclusion in higher education led to the successful building and passing of the religious accommodation law in the State of Washington, which provides alternative exam testing accommodations for students due to religious observances. Dr. Hussein is the recipient of the 2021 Innovative Program Award from the Electrical and Computer Engineering Department Head Association (ECEDHA), for founding the RHLab, as well as the 2022 IEEE Region 6 Outstanding Engineering Educator, Mentor, and Facilitator in the Area of STEM Award, recognizing her contributions to advancing students' success, mentorship, empowering under-represented communities, and promoting equitable access to engineering education.
Dr. Dominik May http://orcid.org/0000-0001-9860-1864 University of Georgia [biography]

Dr. May serves as a Professor for Technical Education and Engineering Education Research at the School of Mechanical Engineering and Safety Engineering at University of Wuppertal. His work revolves around generating both fundamental and practical knowledge that defines, informs, and enhances the education of engineers.

His primary research thrust centers around the development, implementation, practical utilization, and pedagogical value of online laboratories. These laboratories span a range of formats, including remote, virtual, and cross-reality platforms. Dr. May's scholarly pursuits extend into the sphere of online experimentation, particularly within the context of engineering and technical education. Prior to his role at the University of Wuppertal, Dr. May held the position of Assistant Professor within the Engineering Education Transformations Institute at the University of Georgia (Athens, GA, USA).

Central to Dr. May's scholarly endeavors is his commitment to formulating comprehensive educational strategies for Technical and Engineering Education. His work contributes to the establishment of an evidence-based foundation that guides the continual transformation of Technical and Engineering Education. Additionally, Dr. May is actively involved in shaping instructional concepts tailored to immerse students in international study contexts. This approach fosters intercultural collaboration, empowering students to cultivate essential competencies that transcend cultural boundaries.

Beyond his academic role, Dr. May assumes the position of President at the "International Association of Online Engineering (IAOE)," a nonprofit organization with a global mandate to advocate for the broader advancement, distribution, and practical application of Online Engineering (OE) technologies. His leadership underscores his commitment to leveraging technological innovation for societal progress. Furthermore, he serves as the Editor-in-Chief for the "International Journal of Emerging Technologies in Learning (iJET)," a role that facilitates interdisciplinary discussions among engineers, educators, and engineering education researchers. These discussions revolve around the interplay of technology, instruction, and research, fostering a holistic understanding of their synergies.

Dr. May is an active member of the national and international scientific community in Engineering Education Research. He has also organized several international conferences himself – such as the annual "International Conference on Smart Technologies & Education (STE)" – and serves as a board member for further conferences in this domain and for several Divisions within the American Society for Engineering Education.

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