It’s helpful if a previous activity was used to build a common definition of equitable participation.
In squads, consider how individual learners’ backgrounds can be related to equitable participation in engineering activities, such as familiarity with materials or previous impressions of engineering. Consider issues of race, class, and identity impacting your students. In pairs, review curriculum and consider individual activities as well as past student experiences with this discussion in mind. Identify actionable steps for curriculum/activity design, and share in the large group.
STOMP Notebooks 