Adapting STEM lectures for culturally and linguistically diverse classrooms

Author

Stanislow, J.S. ; Kushalnagar, R.S.

Author_Institution

Dept. of Inf. & Comput. Studies, Rochester Inst. of Technol., Rochester, NY, USA

fYear

2013

fDate

9-9 March 2013

Firstpage

1

Lastpage

4

Abstract

STEM courses, especially the introductory courses, tend to be heavy on learning and mastering sequential concepts. With the increase in culturally and linguistically diverse students, it is important for faculty to minimize mainstream culturally-bound words and linguistic idioms so as to minimize student confusion and maximize student learning. In addition, students with disabilities often have linguistic or cultural differences, such as those who are deaf or autistic.

Keywords

computer aided instruction; cultural aspects; educational courses; handicapped aids; STEM courses; STEM lectures; autistic; culturally diverse classrooms; culturally diverse students; deaf; linguistic idioms; linguistically diverse classrooms; linguistically diverse students; mainstream culturally-bound words; sequential concepts; student confusion; student learning; Conferences; Cultural differences; Pragmatics; Problem-solving; Programming; Solids; Cultural Diversity; Deaf; Linguistic Diversity; STEM learning;

fLanguage

English

Publisher

ieee

Conference_Titel

Integrated STEM Education Conference (ISEC), 2013 IEEE

Conference_Location

Princeton, NJ

Print_ISBN

978-1-4673-5622-0

Type

conf

DOI

10.1109/ISECon.2013.6525229

Filename

6525229