2024 ASEE Annual Conference & Exposition

Board 252: Elementary Teacher Professional Learning in Equitable Engineering Pedagogies for Multilingual Students

Presented at NSF Grantees Poster Session

This paper provides an update on progress within our National Science Foundation project creating an engineering professional development model for teachers of multilingual students. The multi-year, design-based iteration research study aims to produce a model for teachers and schools in similar multilingual elementary schools and communities. Currently in year one, we provide an update of our activities thus far and the theoretical background of our project. We hope this model will advance linguistic equity by creating space for more multilingual and multimodal activities in elementary school classrooms.

Authors

Dr. Jessica E S Swenson University at Buffalo, The State University of New York [biography]

Jessica Swenson is an Assistant Professor at the University at Buffalo. She was awarded her doctorate and masters from Tufts University in mechanical engineering and STEM education respectively, and completed postdoctoral work at the University of Michigan. Her research work aims to improve the learning experience for undergraduate students by examining conceptual knowledge gains, affect, identity development, engineering judgment, and problem solving.
Dr. Mary McVee

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