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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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

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“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

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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

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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

Harly Ramsey, University of Southern California

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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

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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