Collection

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

Authors

Dennis Derickson, California Polytechnic State University, San Luis Obispo; Xiomin Jin, California Polytechnic State University, San Luis Obispo; Charles Clayton Bland, Electrical Engineering Department Cal Poly SLO,CA

formeasuring impedance in networks versus frequency, gain and reflection versus frequency, andtime domain impulse/step response of systems. Many universities have VNAs in their researchlaboratories. Few universities offer undergraduate courses that expose all students to VNAtechnology primarily due to the cost of the instrumentation which can run from $5k for a 1 GHzmodel and $250k+ for a millimeter-wave model. In the last two years, an open sourcenanoVNA was developed and introduced to the market with a $50 price for a 1.5 GHz VNA and$150 for a 3 GHz VNA. This breakthrough in cost/performance now allows all universities touse VNAs in their laboratories. Each student can have access to their own VNA laboratoryexperiment set since the cost is now

Collection

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

graphs of the motion and summary tables. The end of the simulation for Case 1 is seenin Figure 7. Figure 7: Simulation for Case 1 of the pulley IBLA Figure 8 below shows the corresponding graphs and motion summary tables for Case 1,produced by the simulation. Figure 8: Resulting speed and displacement graph for blocks A and B in Case 1 and initial conditions summary graph for Case 1 of the pulley IBLA After the students participated in the simulation corresponding with Case 1, they wereprompted to answer the following questions seen in Figure 9. Figure 9: Post-simulation reflection questions for Case 1 of pulley IBLA Finally, as seen in Figure

Collection

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

has already been offered to undergraduate students once with successful results. Thestudents were able to remotely access the experiments, perform the experiments and collect data.The successful result of such quantum experiments is also reflected in a course survey, presentedin this paper, even though the quantum mechanics topics offered in this course are unfamiliar toengineering students and hence more challenging. The paper reports, and aims to promote, theintegration of selected quantum technology topics with the mechatronics course for trainingengineering students in this rapidly growing area. 1. Introduction The rapid advances in quantum technologies demand for skilled engineering workforce tosupport the progress. The integration

Collection

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

Authors

Duc Hoai Tran, CSULB; Hen-Geul Yeh

integrity, communitybuilding and course engagement. The overall course grades should be distributed among shortquizzes, weekly reflections, course projects and group assignments instead of depending solelyon exams to effectively eliminate plagiarism and cheating in an online course. Chances ofcheating and plagiarism in online courses can also be reduced by utilizing availabletechnological tools such as quiz randomization and originality checking. Other concernsregarding students’ interaction and engagement can also be addressed with a proper coursedesign. The sense of community in an online course can be promoted through group projects,utilization of discussion board, and the continuous communication between instructor andstudents via email, new

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

engineering studentsrecounted and reflected on their experiences from a brainstorming session. We emphasize theirinsight on obstacles encountered and recommendations to overcome these challenges. Thisresearch therefore offers a student-centered viewpoint on the issues in engineering education thatmight hinder students’ brainstorming abilities or prevent full exploration of the design space. Byexploring these topics, we hope to offer recommendations for more effectively incorporatingbrainstorming practices into engineering education in ways that better suit student needs.In the following sections, we review literature concerning various design processes, ideationchallenges, and recommendations for increasing creative output. Next, we outline our

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

“provide a safe space” for students to learn. In addition, the interview data also reflected the assetthat our student brought into the classroom, particularly their “resilience” and “growth mindset”.Sample student quotes include: • “…like a safer space for students because STEM is really scary. And I don't think professors always really recognize like those things like in the classroom, like all the challenges. Like all the psychology that's coming in.” • “To kind of like correlate the emotional side of like learning. The relationship side of like bonding with students.” • “Maybe use a little bit more growth mindset language in there, particularly when there's like a challenging concept.” • “…to hear those

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

Methods to Online CourseThe following methods are discussed based on feedback available prior to the transition and at theconclusion of the course reflecting 76% of the student enrollment. The student feedbackquestionnaires were part of their participation grade and created to allow students to providequantitative and qualitative responses based on their concerns, curriculum design, stimulation ofinterest, and personal characteristics. The questionnaires were developed based on approachesrecommended by Rowley4, Richardson5, and Huxham6. Both questionnaires were offered onlineproviding students several days to a week to respond. The questionnaires were conducted by theinstructor and were not used as part of any University review of the

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

while Synchronous Individualistic and students worked on completing assignments within groups in breakout Collectivistic For several assignments, students had to create videos explaining specific Asynchronous Individualistic content, experimental design, results, etc. For several assignments, students had to peer review and provide feedback Asynchronous Collectivistic on other students/group assignments (depending on the class and assignment this had a different structure). Corrected errors on problem sets. Asynchronous Individualistic Corrected errors and reflected on midterm score (had opportunity to work Both

Collection

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

Authors

Sam B Siewert, California State University, Chico

, evaluate, and create parallel programs thatwill provide significant improvement over sequential programs solving the same problem. Veryoften, students will achieve success in one or two of the three learning objectives for parallelprograms: 1) Correct numerical methods with verified mathematical accuracy and precision. 2) Correct C and C++ programs that run without error. 3) Parallel programming that provides significant speed-up on parallel hardware.The value of the course re-design to de-emphasize the exam-based programming frees up timefor students to repeat a programming problem with greater mastery (speed-up achieved,numerical accuracy and precision, algorithmic correctness, and efficiency). The value of thisapproach is reflected in

Collection

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

Authors

Harly Ramsey, University of Southern California

Tagged Topics

Diversity

skills and tasks being achievable. Thenegative comment expressed to an unmet need for competence, reflecting frustration that taskswere unachievable because unclear. As noted in Figure 5 above, these three comments reflectbest practices of online teaching (or their absence), in particular the practices of communication,clarity, and repetition of information. The third most frequent comment addressed instructorhelpfulness and caring, which could also be connected to frequent communication, a bestpractice of online teaching. Notably, comments about the instructor being “helpful” (meetingoutside of class, for instance) are categorized differently than comments about instructorfeedback being “helpful” in the learning process: while both comments

Collection

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

Authors

Jelena Trajkovic, CSU Long Beach

Tagged Topics

Diversity

similar to the one in our paper: for twoinstances of a class (on face-to-face and another flipped) they observed students’ grades,students’ reflections using surveys, and instructor, and peer observations. Similar to ourconclusion, they observed better students’ performance: all students passed and obtained bettergrades compared to face-to-face instructions. Additionally, Hussain et al. reported that “a flippedclassroom model helped high performing students more than lower-performing students.”Several prior studies also reported that the flipped approach is beneficial by reflecting on thestudent engagement[11], motivation, and acceptance by the students[12], but unlike our work, theydo not compare flipped approach to face-to-face instructions