The SESAME Colloquium

Title: Investigating the impact of inequitable experiences in engineering student groups

Laura Hirshfield

Department of Chemical and Biomolecular Engineering, University of California, Berkeley

Abstract

As students progress through their engineering education experience, they are engaging in different groups that are found or formed. Participation in these communities can help students develop content knowledge, practice important engineering skills, and strengthen their engineering identity. However, students also bring an intersection of personal identities that impact their participation in these groups, and thus students may not have equitable opportunities to succeed.

As we all take steps toward making engineering education more inclusive, there remains a need to truly understand the inequities in how students are preparing for practice throughout their educational experience. This talk will highlight projects guided by the over-arching research question: how can we better support groups within the engineering education experience so that students are more equitably prepared for engineering practice?

About the speaker

Laura Hirshfield (she/her) started as an Assistant Teaching Professor in Berkeley’s Chemical & Biomolecular Engineering department in Fall 2024. She obtained her BSE from the University of Michigan and her Ph.D. from Purdue University, both in chemical engineering. She then transitioned into the engineering education research field with post-doctoral appointments at Oregon State University and Olin College, before working as a Diversity, Equity, and Inclusion Lecturer in the University of Michigan. In this role, she leveraged engineering education research methods to assess and explore metrics to gauge the climate and culture in the College of Engineering.

Her engineering education research involves investigating how students participate in various communities throughout their engineering education experience, considering how that engagement varies based on a student’s intersection of personal identities.

Beyond the textbook: Harnessing psychosomatic literacy to boost STEM student performance

Darryl Diptee

Berkeley School of Education, University of California, Berkeley

Abstract

For too long, the emotional and physiological factors that shape students’ experiences have been overlooked in education, and only recently have they gained serious scholarly attention for their potential to significantly influence academic success. In this talk, I present my research findings on how psychosomatic dimensions such as emotional intelligence (EI) and interoceptive awareness (IA; commonly referred to as mind-body awareness), can act as student-centered, equity-driven forces in STEM education. To support this claim, I will discuss the frameworks of EI and IA and share my research findings of how they interact with factors such as socioeconomic status (SES) and stress to influence academic performance. Among the pivotal elements of these frameworks are emotional regulation principles, internal bodily monitoring skills, and stress reducing strategies such as deep breathing, mindfulness, yoga, and meditation.

At the macro level, policy reforms and cultural shifts remain urgently needed to uplift all students. By highlighting the moderating role of emotional intelligence in buffering the negative impact of low SES, as well as the mediating power of interoceptive awareness to mitigate stress-related declines in GPA, these findings expand our understanding of how we can empower students to increase their agency within educational systems that were not originally designed to best serve everyone. The results of my research suggest an urgent need to rethink traditional cognitive-focused educational models that have historically prioritized certain demographic populations. Equally important is the need to help students improve their psychosomatic literacy so they are better equipped to sense, interpret, and act on their internal bodily signals as a means of ushering themselves toward academic success.

EI and IA should not be seen as mere add-ons to conventional STEM curricula; rather, they represent a core opportunity to elevate academic performance, foster resilience, and bolster systemic educational equity. By allowing for deeper pedagogical engagement with emotional regulation and mind-body awareness strategies, EI and IA offer a means of achieving pedagogical goals that we have long aspired to but that have often remained elusive. In this way, EI and IA can function as disruptive, student-centered pedagogical innovations, empowering students to sustain their own academic growth.

About the speaker

Lieutenant Darryl D. Diptee is a doctoral candidate (ABD) at the Berkeley School of Education, where he investigates how emotional intelligence (EI) and interoceptive awareness (IA; commonly referred to as mind-body awareness) influence student performance. As a learning scientist, he concentrates on helping historically underrepresented STEM students unlock their academic potential through interventions that address both cognitive and physiological factors.

Lieutenant Diptee posits that many students already possess the requisite ability to excel but are hampered by stress and other bodily cues that divert mental resources and erode confidence. By examining these barriers, his work advocates for more holistic educational strategies that foster success for all students, regardless of background. He draws upon interdisciplinary research from psychology, neuroscience, and education to develop methods that target the intersection of emotional states and cognitive processing. By bridging academic theory with practice, he aims to equip educators with strategies that reduce student stress, promote resilience, and bolster long-term academic engagement. His goal is to create inclusive learning environments that ensure students experience high-level achievement while navigating social and systemic barriers.

You are invited to connect with Darryl on LinkedIn, or learn more about his work at his personal website

Generative AI as a Disruptive Technology for Educational Systems: A Cognitive, Pedagogical, and Curricular Analysis

Orit Hazzan

Department of Education in Science & Technology, Technion – Israel Institute of Technology

Abstract

Disruptive technologies are groundbreaking innovations that fundamentally transform existing markets, create new economic opportunities, and render previous technologies or business models obsolete by offering more efficient, cost-effective, and user-friendly solutions.

In my talk I illustrate, from cognitive, pedagogical, and curricular perspectives, why Generative AI (GenAI) can be viewed as a disruptive technology for educational systems worldwide. To support this claim, we revisit cognitive, pedagogical, and curricular models and theories, and explore their implementation and implications regarding GenAI in educational settings. Among the pedagogical and cognitive theories and models we explore are constructivism and constructionism, motivation theories, Bloom’s taxonomy, didactic transposition, the knowledge-skills-attitudes (KSA) model, and the 21st century skills set.

One conclusion of the above claim is that there is an urgent need to rethink and apply new educational formats and models so as to remain relevant in the current transforming era that we are all witnessing, but whose future is still unclear and cannot be predicted.

One important insight that I aim for my audience to take away from this talk is that the education community should not perceive GenAI as a threat, but rather as an opportunity. That is, by enabling to increase the level of abstraction and complexity of the tasks we assign students and of the skills and competencies that we seek to impart, GenAI makes it possible to achieve pedagogical goals and impart the values that we have always sought to impart but could not, mainly but not only due to the prevailing organizational culture of education systems whose roots were planted in the first industrial revolution, which took place two hundred years ago. As a disruptive technology, GenAI will actually force education systems to adapt to, and skip directly to, the 5th industrial revolution, which is taking place now.

About the speaker

Professor Orit Hazzan has been a faculty member of the Technion’s Department of Education in Science and Technology since October 2000. Her research focuses on computer science, software engineering, and data science education. Therein, she researches cognitive and social processes on the individual, team, and organizational levels, in all kinds of organizations. Her attention has recently turned to the assimilation of GenAI into the education system and academia.

Professor Hazzan has published about 150 papers in professional refereed journals and conference proceedings, and eight books. Her co-authored book Guide to Teaching Computer Science was published by Springer in three editions (2011, 2015, and 2020); the fourth edition is schedule for publication in 2025. Her co-authored book Guide to Teaching Data Science: An Interdisciplinary Approach was published by Springer in 2023, just before the emergence of GenAI. Her new co-authored book Inevitability of AI in Education: Futuristic Perspectives for Education for the Next Two Decades was published by Springer in 2024.

In addition to her research, Professor Hazzan has held several administrative roles at the Technion. From 2011 to 2015, she served as her faculty’s Dean, and from 2017 to 2019 she served as Technion Dean of Undergraduate Studies. Recently (in November 2023), she began heading the Education in Emergency Forum, assembled by the Samuel Neaman Institute for National Policy Research.

Additional details about Hazzan’s endeavours can be found on her professional homepage.

Integrating digital and physical explorations in hybrid science investigations

Elon Langbeheim

Computer-integrated Experiential Science Learning Lab
School of Education
Ben-Gurion University of the Negev

Abstract

Effective learning in scientific investigations is often facilitated through the use of multiple external representations (MERs), such as physical manipulatives, simulations, and mathematical formulas. However, an ongoing challenge is determining the optimal sequencing of these representations in learning units. One approach, concreteness fading, suggests a progression from enactive (physical) to iconic (visual) to symbolic (abstract) representations to promote conceptual understanding among learners. While concreteness fading has empirical support in mathematics education, its effectiveness in science education remains debated, especially, the role of concreteness in “hybrid” investigations that integrate physical laboratories (PLs) and virtual laboratories (VLs).

In this talk I will present two studies that address the impact of curricular sequencing and concreteness fading on learning and engagement. The first study examines a 9^th grade curricular unit on energy change in chemical reactions that separates the macro-level phenomenon from the nano-level mechanism of bonding. Energy change is introduced using physical temperature measurement laboratories, and bonding is introduced by first physically interacting with magnetic models and then observing bond breaking / formation in computer simulations. The second study addresses the sequencing of VLs and PLs for learning the foundations of electric circuits in 8^th grade. Both of these studies were conducted in low income, low achievement schools, and address not only the cognitive implications of the curricular sequence but also the change in student attitudes towards learning physical science topics.

About the speaker

Elon Langbeheim is an assistant professor of science teaching and learning at the School of Education of Ben-Gurion University of the Negev. Elon’s research focuses on assessing and enhancing students’ engagement in learning physical science topics with the aid of computation. He develops and investigates digital tools and assessment methods for enhanced conceptual learning, interest, and self-efficacy.

https://www.researchgate.net/profile/Elon-Langbeheim

Title TBA

Fun Man Fung

University College Dublin, School of Chemistry

Abstract

(...)

About the speaker

Dr. Fun Man Fung is a leading educator and researcher in the field of technology-enhanced education, with a strong focus on the innovative integration of virtual reality (VR) and augmented reality (AR) technologies. After earning his postgraduate degrees at the National University of Singapore and the Technical University of Munich, Germany, he began his Assistant Professorship in Chemistry Education at the University College Dublin, Ireland, in 2024. He serves on the Editorial Advisory Boards of the FEBS Open Bio and the American Chemical Society (ACS) Journal of Chemical Education, Early Career Advisory Board of JACS Au, and he is the founding chair of the ACS Chapter Singapore.

Dr. Fung's dedication to his field has been recognized through numerous awards, including the 2024 Thieme Chemistry Journal Award and Xilong Scientific-SNIC Industry Award in Chemistry Education conferred by the Singapore National Institute of Chemistry. He is an Asian Universities Alliance (AUA) Scholar and holds membership at the Global Young Academy (2024–2029). He is a current recipient of the 2024-2025 U.S.-ASEAN Fulbright Scholarship hosted at Stanford University.

Title TBA

Lining Yao

Mechanical Engineering, University of California, Berkeley

Abstract

(...)

About the speaker

(...)

The Bright Side of Grit: The Triarchic Model of Grit and Its Implications for Achieving a Successful and Happy Life

Dr. Jesus Alfonso D. Datu

Centre for Advancement in Inclusive and Special Education, Faculty of Education, The University of Hong Kong

Academic Unit of Human Communication, Learning, and Development, Faculty of Education, The University of Hong Kong

Abstract

Past studies showed that grit—originally defined as predisposition to show perseverance of effort and consistency of interests in pursuing long-term goals (Duckworth et al., 2007)—can promote academic achievement, optimal work performance, and well-being outcomes. However, a number of meta-analytic (Credé et al., 2017) and integrative (Datu, 2021) reviews have identified issues regarding the (1) psychometric issues on the short grit scale, especially in non-Western contexts; and (2) failure of the consistency of interests to predict performance and psychological outcomes, above and beyond the effect of theoretically related constructs (e.g., conscientiousness and self-control).

Against this backdrop and guided by the existing cultural psychological perspective (Markus & Kitayama, 1991, 2003), the triarchic model of grit (Datu et al., 2017; 2018) has been conceptualized to extend our understanding of the tendency to accomplish temporally remote ambitions by adding the adaptability to situations dimension, encompassing capacity to adjust goal-specific strategies or unrealistic features of long-term ambitions based on socio-contextual and situational factors. This sharing discusses contemporary evidence on the academic, relational, and well-being benefits associated triarchic model of grit’s dimensions in the context of schooling and parenting. Future research directions and practical implications are charted.

About the speaker

Dr. Jesus Alfonso D. Datu serves as the Director of the Centre for Advancement in Inclusive and Special Education (CAISE) and the Science of Happiness and Positive Education (SHAPE) Lab in the Faculty of Education at the University of Hong Kong. He is also Associate Professor of Guidance and Counselling and Giftedness in the Academic Unit of Human Communication, Learning, and Development. He is a well-being scientist with research programs on well-being science, inclusive education, giftedness, and STEM learning. He was a recipient of different research recognitions such as the 2024 Tom Oakland ISPA Outstanding International Scholar Award by the International School Psychology Association (ISPA), 2023 Michael Harris Bond Award for Early Career Contributions by the Asian Association of Social Psychology, 2022 Dennis McInerney SELF PhD Award by the Global SELF Research Network, and the 2022 Rising Star Award/Designation from the Association for Psychological Science.

A “Fast Pass” to College Access: An Evaluation of Hawaii’s Direct Admissions System

Jennifer A. Delaney

Berkeley School of Education

University of California, Berkeley

Abstract

This study explores outcomes of the University of Hawai'i (UH) Fast Pass program. Beginning in 2020–21, this program provided some form of direct admissions to any eligible, in-state public high school graduate. Students with a GPA of 2.7 or above received an invitation to apply to UH West O'ahu and a conditional offer of acceptance to UH Hilo. Students with a GPA of 3.5 or above received an invitation to apply to UH Mānoa. All students received an expedited application review, and, based on financial eligibility, many automatically received an application fee waiver.

We are interested in whether the program increased a student’s 12th grade GPA or the likelihood they graduated from high school, applied to a UH campus, enrolled in any college, and enrolled in a UH campus. Using a regression discontinuity design, we use de-identified, student-level data to compare outcomes for students just eligible for UH Fast Pass to just-ineligible peers.

Overall, high school graduation rates exceed 97% in our population, but roughly only 38% of students near the 2.7 threshold enroll in college within one year of graduation, compared to 69% of students near the 3.5 threshold. For students at the lower GPA threshold who received an invitation to apply to UH West O'ahu and a conditional offer of acceptance to UH Hilo, we find generally no meaningful impact on their 12th grade GPA. We also do not find any changes in students’ application or enrollment behaviors. For students at the higher GPA threshold who received an invitation to apply to UH Mānoa, we observe virtually no impact on their 12th grade GPA but do find that a Fast Pass offer is associated with a lower likelihood of enrolling in college.

We discuss these findings in relation to a growing body of literature on “low-touch” educational interventions and consider how programs like this may be better targeted to the student populations that would benefit the most.

About the speaker

Jennifer A. Delaney is a Professor in the School of Education at the University of California, Berkeley. Dr. Delaney’s research investigates higher education finance questions with public policy importance. Her scholarship has fallen into two broad categories: higher education finance and higher education policy, admissions, and public support. She has explored topics such as state support for higher education, student financial aid, guaranteed tuition, and direct admissions.

Prior to joining UC Berkeley, Dr. Delaney was a tenured Professor of Higher Education in the Department of Education Policy, Organization and Leadership at the University of Illinois at Urbana-Champaign, where she was also the Director of the Forum on the Future of Public Education and Director of the Higher Education Program. Dr. Delaney was also a member of the Illinois Board of Higher Education, serving as the gubernatorially appointed public university faculty representative on the board between 2019 and 2023. She served in recurring half year appointments as a Visiting Associate Professor at the Harris School of Public Policy at the University of Chicago from 2015 and 2021. In addition, she was an Assistant Professor of Higher Education at the University of Wisconsin at Madison from 2007 to 2009. Dr. Delaney earned a Ph.D. in Higher Education Administration from Stanford University, an Ed.M. in Higher Education from Harvard University, and a B.A. in English from the University of Michigan.