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

Authors

Duc Hoai Tran, CSULB; Hen-Geul Yeh

provide a sufficient instructional forethought and planning,as well as raising doubt about satisfying the university experience in which students would liketo enjoy each other’s company [22].The study in [23] pointed out the lack of student interaction in distance learning and indicatedthat distance learning proposed the negative effects of passive non-participatory learning.Distance education also presents difficulties for academic integrity, especially assessments. Saadet al. [24] suggested that assessments for distance learning need to be as rigorous as thetraditional learning, and Lee-Post et al. [25] suggested that it should have authenticationsolutions to prevent cheating without compromising online flexibility.This paper discusses our

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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

coursework 9,10. These two research findings suggest that culturally responsive teachingin HSIs should necessarily involve both cognitive and cultural congruence, i.e., both theintentional deployment of culturally congruent learning situations where Latinx students feelthey are a validated part of the learning community, as well as active learning strategies thatboost students’ cognitive engagement with content and improve academic performance.The recent COVID-19 pandemic and the resultant online learning environment that many HSIswere forced to implement threw a wrench into the planning of even the most dedicated culturallyresponsive instructors. Especially concerning for HSI instructors was a trend that Latinx andURM learners are less successful

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

Authors

Yilin Feng, California State University, Los Angeles

Tagged Topics

Diversity

aviation administration programmay choose to take an undergraduate level course on airport administration, which is one of thecore courses in the program. This course explores the key aspects in airport administration, suchas airport planning, government relationship, airport-airline relationship, airport budget andfinance management. The course was an on-campus face-to-face course which includes bothlecture and field trip before 2020. However, the course has to be redesigned to be a 100% onlinecourse in 2020 Fall semester because of the COVID-19.Many issues were considered when the course was transferred into a 100% online course. Forexample, a majority of the undergraduate students came from economically underdevelopedareas. Those students may

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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

(AY 2019-20 and AY 2020-21). With the helpof the SPICE funds, we can accelerate the project development via developing hybrid “garage-manufacturing and testing” capabilities and hybrid sub-team communication processes towardmeeting the flight testing milestone in 2021-2022. This would help the team catch up to theoriginal schedule commitment shown to Lockheed Martin, but was delayed by the COVID-19campus shutdown. We plan to repeat our funding request to Lockheed Martin in 2021-2022 toprogress to the first flight test concept feasibility milestone.2. Senior project course technical descriptionStudents are required to fabricate, test and demonstrate the baseline bench test in students’ homeor garage during the COVID-19 Campus Shutdown through

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

Authors

Siddharth Vyas, California Polytechnic State University, San Luis Obispo

generators,digital multimeters, and oscilloscopes, among others. However, this COVID-19 pandemic hasforced universities all over the world to adopt newer strategies in implementation of traditionalface-to-face laboratories. This sudden change in the format of traditional face-to-facelaboratories means that there is a pressing need for thoughtful planning of laboratory educationto minimize the negative effects of this pandemic. While significant literature exists detailingboth the advantages and the disadvantages of non-traditional electrical engineering laboratorycourses implemented through either standalone or some combination of simulations, remotecontrol of laboratory equipment, and/or distant labs implemented through at-home lab-kits; I didnot

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

Authors

Heather Marriott, Embry-Riddle Aeronautical University - Prescott

. After realizing that they had missed the exam, some emailed to ask to schedule amakeup exam. Students that missed the midterm were offered a chance to take the makeup examwith the students that had valid health related excused absences. Several students kept the 0% onthe exam because they realized they did not understand the material and planned to drop thecourse. The students that dropped the course are not shown in section 3.2 of the paper where thefinal exam results are discussed. Many of the students choosing to attend online did not appear tohave struggled on the midterm. Some even scored slightly higher grades than the studentsattending in person (see the bars with a large blue component and high exam scores). I do notattribute this to

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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

Tagged Topics

Diversity

inout-of-class activities. Figure 2. Factors that hinder involvement with out-of-class activities.Figures 3 and 4 summarize the positive and negative outcomes perceived by students fromout-of-class activities. Again, there is remarkable similarity in the survey results. From Figure 3,we can see that PosSE university students are more likely to appreciate the intellectual, academicor professional gains from their out-of class activities whereas Cal Poly students derive a largersense of belonging to their college.Perhaps troubling for Cal Poly, as seen in Figure 4, students were more likely to cite negativeoutcomes to their GPA and health than PosSE university students.Discussion, Limitation and Future WorkWe plan to issue a modified

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

Authors

Megan N Phillips, California Polytechnic State University, San Luis Obispo; Maggie Nevrly, Cal Poly SLO; Brian P. Self, California Polytechnic State University, San Luis Obispo; Michaella Ochotorena, California Polytechnic State University, San Luis Obispo; Nathalia De Souza, California Polytechnic State University, San Luis Obispo; Eileen W. Rossman P.E., California Polytechnic State University, San Luis Obispo

question’s coupled explanation was free response for this experiment, sowe could collect additional data for the CMR reasoning question. In the future, we will give theCMR pre- and post-IBLA to allow us to compare the changes in student reasoning due to theIBLA. We will also use the survey responses to modify the IBLA and consider making theactivity shorter for students. In the future, we also plan to analyze the performance of students inrelation to their ethnicity, gender, etc. to identify possible correlations between studentperformance and feelings of belonging in the classroom.AcknowledgementsThe work was funded in part by a grant from the California Governor’s Office of Planning andResearch Learning Lab (https://calearninglab.org

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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

Tagged Topics

Diversity

Ideation Preferences Differences in how individuals • Ideation Medium and Styles prefer to develop, share, and • Individual vs. Collaborative collaborate on ideas • Planning and Organization • Building On Other Designs Limited Information Restricted exposure to the • Lack of familiarity of Design Context design space, which results in a • Running out of ideas plateau of idea throughput Feasibility and Students’ inability to ignore • Feasibility Improvised self-imposed constraints and • Making Early Judgments Constraints the premature

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

Authors

Farbod Khoshnoud, California State Polytechnic University; Clarice D. Aiello, University of California, Los Angeles; Bruno Marco Quadrelli, Jet Propulsion Laboratory, California Institute of Technology; Maziar Ghazinejad, University of California, San Diego; Clarence W De Silva, The University of British Columbia; Farbod Khoshnoud; Behnam Bahr, California State Polytechnic University, Pomona; Lucas Lamata, Universidad de Sevilla

provide thefoundation for further studies. “The value of experimental skills related to quantum technologies can be equally, or even more,important for entering the workforce than courses designed purely based on complex quantumtheory topics” [1]. The hands-on component of the course requires facility and resources whichare not normally offered in engineering departments. One of the goals of this paper is to introducethe “remote quantum experiments” which not only addresses the equipment and space limitchallenges but also developing some strategic plans for sharing the facility with other users andinstructors outside of the institute. It should be noted that engineering faculty members alsonormally do not have the quantum mechanics background

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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

with new technologies and tools. As the summer of 2020 approached our EEdepartment pondered how to implement its fall laboratory courses appropriately without thestudents meeting in the university’s laboratories, as the university’s response to the pandemicrequired. We considered conducting the laboratories using only virtual, simulated laboratoryexperiments; although, limiting the students to simulated laboratories does not afford the studentthe opportunity to work with real hardware and to face, identify, and overcome realisticimplementation issues. The latter we believe are essential components of the intended studentlaboratory experience. So we had to come up with an alternate laboratory hardware plan andtake action in preparation for the

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

Authors

Jenna Wong P.E., San Francisco State University

Tagged Topics

Diversity

in-person lecture, hours beforethe University mandate was announced. As an instructor, the author felt prepared to move forwardinto an online teaching platform given that her personal and department preparedness increasedher time to plan and prepare for this transition in courses and general daily life. Although thisincreased planning time could not foresee all issues, it definitely decreased the level of stressassociated with the one-week transition period. Additionally, the instructional approach applied tothe in-person course offering allowed an effective transition to the online platform as will bediscussed in further detail. Note: Resources were made available to faculty during the transitionthrough the Center of Equity and Excellence

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

Authors

Maggie Nevrly, California Polytechnic State University San Luis Obispo; Megan Nicole Phillips, California Polytechnic State University, San Luis Obispo; Eileen W. Rossman P.E., California Polytechnic State University, San Luis Obispo; Brian P. Self, California Polytechnic State University, San Luis Obispo; Michaella Ochotorena, California Polytechnic State University, San Luis Obispo; Nathalia De Souza, California Polytechnic State University, San Luis Obispo

given answers. This would provide a bigger picture as to how the CMR is received froma student perspective.AcknowledgmentsThe work was funded in part by a grant from the California Governor’s Office of Planning andResearch Learning Lab (https://calearninglab.org/)References[1] Newcomer, J.L. and Steif, P.S., “Student Thinking about Static Equilibrium: Insights from Written Explanations to a Concept Question,” Journal of Engineering Education, vol. 97, no. 1, 2013. [Online]. Available: Wiley Online Library, onlinelibrary.wiley.com/doi/abs/10.1002/j.2168-9830.2008.tb00994.x. [Accessed March 29, 2021].[2] Koretsky, M.D., J.L. Falconer, B.J. Brooks, D.M. Gilbuena, D.L. Silverstein, C. Smith, and M. Miletic, “The AIChE

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

Authors

Matthew Robin Kohanfars, UC San Diego; Edward I Lan, University of San Diego California; Huihui Qi, University of California, San Diego; Tania Morimoto, University of California, San Diego

Paper ID #35227Redesign of a first year engineering design course lab activity forremote instructionMr. Matthew Robin Kohanfars, UC San Diego I am a mechanical engineering master’s student that is focused on encouraging students to seek engineer- ing careers by developing entertaining and thought-provoking curriculums for the engineering department at UC San Diego. My master’s degree background targets the field of medical technology, where I am able to work in a design laboratory that specializes in researching and developing medical devices. I plan to continue my education to obtain a Ph.D., directing my impact on

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

Authors

Shamim Mirza, California State University at Long Beach

engineering solutions in global, economic, environmental, and societal contexts 5. An ability to function effectively on a team whose members together provide leadership, create a collaborative and inclusive environment, establish goals, plan tasks, and meet objectives 6. An ability to develop and conduct appropriate experimentation, analyze, and interpret data, and use engineering judgment to draw conclusions 7. An ability to acquire and apply new knowledge as needed, using appropriate learning strategies.Course objective of MAE 374 and Student OutcomeObjective of this course to understand the mechanical and physical properties of engineeringmaterials and their relationship to structural elements; accuracy of

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

Authors

Kevin R. Anderson, California State Polytechnic University, Pomona; Nolan Tsuchiya P.E., California State Polytechnic University, Pomona; Zechariah Alan Maynard, Cal Poly Pomona

Emulator20. Figure 7 – Results for Open Loop, Auto, and Manual Tuning Using Do-more PLC EmulatorPlanned Implementation of the Do-more PLC Emulator Software within the MechanicalEngineering Controls CurriculumThis section of the paper details how this software will be embedded into the course structureand how the software will be used in online classes. The paper presented herein is the outline ofthe framework for use of the Do-more PLC as was the subject of a senior project and a casestudy for how to realize on-line teaching resources for teaching Industrial Controls. The Do-morePLC PID tuning on-line base experiential learning presented herein is planned to be incorporatedinto a semester based technical elective ME 4990/L “Industrial Controls

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

Authors

Jelena Trajkovic, CSU Long Beach

Tagged Topics

Diversity

, a different number of class sessions is dedicated to each module.To address time management issues the students reported in Spring 2020, we established aregular rhythm for the course with weekly “news” announcements, a set of mini-lectures and aquiz due before each class, and a weekly homework assignment due at the same day/time. Weprovided a detailed course schedule to help the students plan ahead of time.3.1 Impact of the Flipped Class Method for LecturesTo evaluate the impact of the flipped class method for lectures we are going to analyze gradesand present the obtained students’ feedback. We did not find any correlation between anindividual student’s quiz participation/grades to their grade on the exam or final grade. Weacknowledge that

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

Authors

Zhen Yu, California State Polytechnic University, Pomona; Menglai Yin, Cal Poly Pomona; Tim Lin

, such as the syllabus with week by week labs spelled out and parts listclearly. The lab rules and safety were also covered. b) Transitioning to Virtual LabTo move a lab course quickly online, Instructor designed the virtual mode of instruction of ECE2200L including three parts:• Teach the content at the beginning of the lab.• Use simulation tools (such as PSpice) to model each circuit.• Show the simulation results through sharing the screen.Instructor modified the previously planned labs associated with the simulation so that studentscan perform it at home. Instructor also prepared for each virtual lab a To-Do list that serves as avery good pre-lab for the students. The To-Do list helps the student to better meet their learningobjectives for

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

Authors

Sam B Siewert, California State University, Chico

. The pedagogical experiment introduced by this new finalparallel program for mastery shows promise, but results are preliminary. The fall 2020 resultsfrom pre-course, mid-course, and post-course surveys are summarized in this paper along withinstructor lessons learned and plans to repeat in spring 2021.1. IntroductionThe Computer Science course, Numerical and Parallel Processing, is a senior year courserequired of all undergraduate majors and meets key program learning outcome goals formathematics and computer science. Specifically, for mathematics, the course requires studentsto apply calculus, linear algebra, and discrete math skills. For the computer science learningobjectives, the focus is on comparison of algorithms and design for shared

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

Authors

Dana Dardoon, Cal Ploy Pomona; Yongping Zhang P.E.

serves on the Transportation Research Board’s Committee on Transportation Plan- ning Applications as well as Task Force on Understanding New Directions for the National Household Travel Survey Task Force. From 2009 to 2015, Dr. Zhang worked as Senior Transportation Modeler and Project Manager for South- ern California Association of Governments (SCAG); Prior to that, he was a Senior Transportation Analyst for Wilbur Smith Associates in Chicago from 2007 to 2009. American c Society for Engineering Education, 2021 The Impact of Virtual Teaching Technologies on Transportation Education During the