Collection

2021 ASEE Pacific Southwest Conference - "Pushing Past Pandemic Pedagogy: Learning from Disruption"

Authors

Jelena Trajkovic, CSU Long Beach

Tagged Topics

Diversity

the percentage of thestudents who submitted each of the lab assignments, for one section of the lectures and onesection of the labs, with the same instructor. There was a total of 6 lab assignments during Fall2018 (F’18) and Spring 2019 (SP’19). Starting Fall 2019 (F’19), we introduced additional labassignments. In Table 1, we are providing the mapping of the labs used in F’18 and S’19, to thenew labs used in F’19, Spring 2020 (S’20), and Fall 2020 (F’20) for consistency. The labassignments are mapped based on the complexity of implemented designs, language constructsused, and level of tool skills needed. We will continue to use the names for new labs (1 - 8). Percentage of submitted labs

Collection

2021 ASEE Pacific Southwest Conference - "Pushing Past Pandemic Pedagogy: Learning from Disruption"

Authors

Ahmed Osman, California Polytechnic State University, San Luis Obispo; Eric Cuellar, California Polytechnic State University, San Luis Obispo; Aimee Tai Chiem, California Polytechnic State University, San Luis Obispo; Christianna Bethel; Benjamin David Lutz, California Polytechnic State University, San Luis Obispo

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Diversity

tofurther define and operationalize our definitions. Table 1 summarizes these themes, which will befurther elaborated in the following sections. (Though an analysis of the role of gender and activitystructure is beyond the scope of the present work, see [16] for a fuller discussion). The focus groupquotes are identified according to their structure and gender composition. US = Unstructured. S =Structured. PM = Predominantly Male. PF = Predominantly Female. B = Balanced.Table 1: Overview of salient themes and associated codes. Theme Operational Definition Associated Codes Challenges Difficulties and areas of stagnation or • Ideation preferences and confusion encountered by

Collection

2021 ASEE Pacific Southwest Conference - "Pushing Past Pandemic Pedagogy: Learning from Disruption"

Authors

Harly Ramsey, University of Southern California

Tagged Topics

Diversity

would improve that aspect ofthe course.2) Is there any additional information or feedback that you would like to share with [the]instructor?3) Please describe the MOST valuable aspect(s) of this course.4) Please describe the LEAST valuable aspect(s) of this course.Below is a relative frequency chart for comments, separated by positive and negative responsesand grouped by SDT need. Individual students could state more than one item in each response. Sm 2020- THEMATIC CATEGORY S 19 Sm 19 F 19 2019 S 20 20 F 20 2020 2019 instructor helpful/caring 15.4% 8.3% 24.0% 17.3% 10.6% 0.0% 18.8% 11.6

Collection

2021 ASEE Pacific Southwest Conference - "Pushing Past Pandemic Pedagogy: Learning from Disruption"

Authors

John Y Oliver, California Polytechnic State University, San Luis Obispo; Chance Hoellwarth, California Polytechnic State University; Daniel Almeida, California Polytechnic State University, San Luis Obispo; Lizabeth L Thompson P.E., California Polytechnic State University, San Luis Obispo; Montana Epps, Cal Poly San Luis Obispo; Jamie Bettencourt

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Diversity

Education and a member of the Physics Department.Dr. Daniel Almeida, California Polytechnic State University, San Luis Obispo Dr. Daniel Almeida is an Associate Professor in Higher Education Counseling/Student Affairs at Califor- nia Polytechnic State University, San Luis Obispo. He is Lead Principal Investigator for the NSF-funded California State University Underrepresented Minority STEM Faculty Alliance for Graduate Education & the Professoriate (AGEP) Model: A Culturally-Informed Strengths-Based Approach to Advance Early- Career Faculty Success. Dr. Almeida is also Co-Principal Investigator for the NSF Scholarships in Sci- ence Technology Engineering & Mathematics (S-STEM) grant, Engineering Neighbors: Gaining

Collection

2021 ASEE Pacific Southwest Conference - "Pushing Past Pandemic Pedagogy: Learning from Disruption"

Authors

Margarita Otero-Diaz, Humboldt State University; Melissa Salazar, ESCALA Educational Services

Tagged Topics

Diversity

, the authors plan to continue to study the impact of MESH on onlinecourses on disaggregated student grades by collecting more student responses in these courses in2021. Long-term the authors plan to create a MESH planning tool to help professors think abouthow to incorporate MESH structures into both synchronous and asynchronous class time, andmake intentional choices about how to create a culturally balanced online environment.Bibliography[1] Riegle-Crumb, C., King, B., & Irizarry, Y. (2019). Does STEM Stand Out? Examining Racial/Ethnic Gaps inPersistence Across Postsecondary Fields. Educational Researcher, 48(3), 133–144[2] Hurtado S, Cabrera NL, Lin MH, Arellano L, Espinosa LL. Diversifying Science: Underrepresented StudentExperiences

Collection

2021 ASEE Pacific Southwest Conference - "Pushing Past Pandemic Pedagogy: Learning from Disruption"

Authors

Scott Matthew Boskovich, California State Polytechnic University, Pomona; Chris Burns, Boys Republic

Tagged Topics

Diversity

. Figure 14 S-Curve Motor Motion ProfileProgram Management and Multidisciplinary EnvironmentThe overall team was composed of foursub-teams. Overall, the entire team wasmanaged by the project manager thoughthere was support from an assistantproject manager to help keep the teams incoordination as shown in Figure 15. Theproject manager was responsible forensuring the project, that the sub taskswere kept on schedule while providing a Figure 15 Team Structuredirect interface to both the customer andsupervising faculty advisor. The programmanager delegated the responsibility of parts procurement to the procurement lead. Theprocurement lead was responsible to work directly with Boys Republic staff and the individualteams to order parts or purchase work

Collection

2021 ASEE Pacific Southwest Conference - "Pushing Past Pandemic Pedagogy: Learning from Disruption"

Authors

Jenna Wong P.E., San Francisco State University

Tagged Topics

Diversity

Collection

2021 ASEE Pacific Southwest Conference - "Pushing Past Pandemic Pedagogy: Learning from Disruption"

Authors

Onashly Enia Hayes, California State University, Los Angeles; Jianyu Jane Dong, California State University, Los Angeles; Pearl Chen, California State University, Los Angeles; Jim Kuo; John Christopher Bachman, California State University, Los Angeles

Tagged Topics

Diversity

), 566-575.[2] Valenti, E., Feldbush, T., & Mandernach, J. (2019). Comparison of Faculty and StudentPerceptions of Videos in the Online Classroom. Journal of University Teaching and LearningPractice, 16(3), 6.[3] Henriksen, D., Richardson, C., & Mehta, R. (2017). Design thinking: A creative approach toeducational problems of practice. Thinking skills and Creativity, 26, 140-153.[4] Collins, A., Brown, J. S. & Holum, A. (1991). Cognitive Apprenticeship: Making ThinkingVisible. American Educator, 15(3), 6-11, 38-46.[5] Herrington, J. & Oliver, R., Critical characteristics of situated learning: Implications for theinstructional design of multimedia,http://www.ascilite.org.au/conferences/melbourne95/smtu/abstracts/herrington.html