Collection

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

Authors

Harly Ramsey, University of Southern California

Tagged Topics

Diversity

shift of instructional delivery to an alternate delivery mode due tocrisis circumstances” whereas “online learning” draws upon an established body of best practicesscholarship and includes an intentional design structure that requires time for planning.Independently and with varying degrees of support from university instructional designers, manyfaculty turned to existing established best practices for online teaching and implemented whatthey could in a limited timeframe.2, 3 However, pre-pandemic online learning scholarshipsituates online learning in a particular educational space, one created for a distinct sub-set oflearners who intentionally chose to learn through an online delivery system, oftenasynchronously and self-paced.The COVID-19

Collection

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

Authors

Arthur Densmore, California State University, Long Beach; Hen-Geul Yeh, Cal State University, Long Beach

Tagged Topics

Diversity

-0002-5351-0341.5. Pintarič Z.N., Kravanja Z., 2020, The Impact of the COVID-19 Pandemic in 2020 on the Quality of STEM Higher Education, Chemical Engineering Transactions, 81, 1315-1320 DOI:10.3303/CET2081220.6. Vutukuru, M., "Faulty Assumptions About Lab Teaching During COVID," https://www.insidehighered.com/advice/2020/08/05/engineering-instructor-disagrees-notion-lab-courses- cant-be-taught-effectively.7. Thai, N.T.T.; De Wever, B.; Valcke, M. “The impact of a flipped classroom design on learning performance in higher education: Looking for the best ‘blend’ of lectures and guiding questions with feedback”, Comput. Educ. 2017, 107, 113–126.8. Zhang, Z., et al., "Teaching Power Electronics With a Design-Oriented

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

minimized due to the adjustment.However, the core material was maintained with the breadth of the course still covered. As thiscourse serves as a core prerequisite, the removal of topics would impact follow-on courses and thefoundation for practice in engineering. The intent of reduced course material is to humanize thecourse by acknowledging that students do not comprehend the material online in the same waythey do in-person. However, this is countered by the requirements for students to have exposureto certain topics and skills. There is no right or wrong answer to this issue as both sides are equallysupported. SFSU’s CEETL has encouraged reasonable course adjustments such as changes inactivities, methods of student interactions and class topic

Collection

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

Authors

Duc Hoai Tran, CSULB; Hen-Geul Yeh

] L. Saad, B. Busteed, and M. Ogisi, In U.S., Online Education Rated Best for Value and Options, Gallup Poll, Washington, DC, USA, Oct. 2014, pp. 12–15.[25] A. Lee-Post and H. Hapke, “Online learning integrity approaches: Current practices and future solutions,” Online Learn., vol. 21, no. 1, pp. 135–145, 2017.[26] Bloom’s Taxonomy, https://www.bloomstaxonomy.net/[27] Zoom, https://zoom.us/[28] Discord channel, https://discord.com/[29] Basys 3 Artix-7 Trainer board, https://store.digilentinc.com/basys-3-artix-7-fpga-trainer-board- recommended-for-introductory-users/[30] Xilinx Vivado, https://www.xilinx.com/products/design-tools/vivado.html[31] Camtasia, https://www.techsmith.com/video-editor.html

Collection

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

Authors

Steven Kent Dobbs, California State Polytechnic University, Pomona; Zhen Yu, California State Polytechnic University, Pomona; Joel Lee, California State Polytechnic University, Pomona; Justin Ilagan; Barys Khmel; Melody Loi, California State Polytechnic University, Pomona; Nicholas Papp; Eduardo Garcia Rogel; Connor McGarry; Chandler Duncan; Phillip Frem; Kevin Maldonado; Corey McGinnis; Hang Yong; Salma Bustos; Qiang Gong; Mumen Abbas; Sophoandara Ry; Kaiqi Luo; Peter Ayad; Martin O'Connell

organization chart of the student team is shown in Figure 1.Students are divided into sub teams that contribute toward the final UAV concept explained laterin the paper. The senior students will be graduated with completing senior project courses. It alsobenefits junior undergraduate student and graduate students who do research under co-advisors’supervision. Our university is a federally designated as a Hispanic Serving Institution (HSI) bythe U.S. Department of Education. As a state university located in a multi-cultural urbanmetropolis, this project will provide access to research project for a large number of studentsfrom low-income and underrepresented minorities. Fig. 1 Senior Project Team Org ChartThis project

Collection

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

Authors

Shamim Mirza, California State University at Long Beach

objectives. Attainment of these outcomes prepares graduates toenter the professional practice of engineering. There are seven student outcomes: 1. An ability to identify, formulate, and solve complex engineering problems by applying principles of engineering, science, and mathematics 2. An ability to apply engineering design to produce solutions that meet specified needs with consideration of public health, safety, and welfare, as well as global, cultural, social, environmental, and economic factors 3. An ability to communicate effectively with a range of audiences 4. An ability to recognize ethical and professional responsibilities in engineering situations and make informed judgments, which must consider the impact of