Helen Chavez
Assistant Teaching, ENGR
Academic and Student Affairs
“Innovation meets empathy in engineering,
forging a path to inclusivity and compassion”
In our ever-evolving society, visually impaired individuals navigate a world not inherently designed for them, highlighting the need for environments that embrace diversity. Yet, true inclusivity often lacks the tools and support required for implementation. However, hope emerges through the innovative teaching of Helen Chavez, who challenges her engineering students to address the daily challenges faced by visually impaired individuals. Through hands-on projects, students engineer wearable technologies to enhance the lives of the visually impaired. Early immersion into the experiences of visually impaired stakeholders fuels student innovation. Tasked with designing solutions to specific pain points, students embark on a transformative journey of empathy-driven design.
“Cultivating Engineers of Tomorrow”
Teamwork and collaboration form the backbone of Chavez’s curriculum, equipping students with essential skills beyond technical proficiency. As students navigate complex group dynamics, they learn the value of effective collaboration, essential for inclusive engineering projects. Empathy and innovation intertwine as students gain a deeper understanding of the challenges faced by visually impaired individuals. Through compassionate design, students not only develop technical solutions but also cultivate empathy and compassion. Chavez’s emphasis on responsible engineering extends beyond theoretical knowledge, instilling a sense of social responsibility in her students. By addressing real-world challenges, Chavez prepares the engineers of tomorrow to create a more inclusive and compassionate world.
Carla Van De Sande
Associate Professor, School of Mathematical and Statistical Sciences
Keep in School Shape (KiSS)
“This is my way of showing my students that
I care about them, even on academic breaks.”
“Remember, we studied this before…?”
Carla van de Sande, associate professor of mathematics education at ASU, had gotten used to receiving blank stares from her students in response to this question at the beginning of each new semester. van de Sande noticed that whenever her students returned from extended academic breaks, there was always a refresher period. This time would be necessary for them to get back up to speed on critical concepts that they had mastered the previous semester. “As much as we’d like to think that students remember everything we’ve taught them, they don’t…especially over long breaks from school.”
“Math builds on itself.”
In Calculus particularly, the concepts tend to build on each other- a Calculus 2 problem often begins with the solution to a Calculus 1 problem. To help her student’s keep their skills sharp during vacation and put an end to those new-semester blank stares, van de Sande devised a clever solution: she began sending her students daily problems to solve over academic breaks. In addition to helping her students stay mentally fresh, the responses she receives to the daily problems help van de Sande understand the concepts that aren’t being clearly understood by the students in Calculus 1, so that she can emphasize them more heavily in lectures and assignments in future semesters.
Carla Van De Sande
Associate Professor, School of Mathematical and Statistical Sciences
Keep in School Shape (KiSS)
“This is my way of showing my students that
I care about them, even on academic breaks.”
“Remember, we studied this before?”
Carla van de Sande, associate professor of mathematics education at ASU, had gotten used to receiving blank stares from her students in response to this question at the beginning of each new semester. van de Sande noticed that whenever her students returned from extended academic breaks, there was always a refresher period. This time would be necessary for them to get back up to speed on critical concepts that they had mastered the previous semester. “As much as we’d like to think that students remember everything we’ve taught them, they don’t…especially over long breaks from school.”
“Math builds on itself.”
In Calculus particularly, the concepts tend to build on each other- a Calculus 2 problem often begins with the solution to a Calculus 1 problem. To help her student’s keep their skills sharp during vacation and put an end to those new-semester blank stares, van de Sande devised a clever solution: she began sending her students daily problems to solve over academic breaks. In addition to helping her students stay mentally fresh, the responses she receives to the daily problems help van de Sande understand the concepts that aren’t being clearly understood by the students in Calculus 1, so that she can emphasize them more heavily in lectures and assignments in future semesters.