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

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

Collection

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

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

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

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

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

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

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

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

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

Collection

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