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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

contexts, environmental chemistry, water quality, and the physico-chemical aspects of contaminant fate, transport, and remediation. Since the completion of the ESCALA Certificate in College Teaching and Learning in Hispanic Serving Institutes, Dr. Otero-Diaz has focused on restructuring course formats and projects to include community-based-learning methods. Her current research assesses the impact of such methods on student perceived engagement and achievements.Dr. Melissa Salazar, ESCALA Educational Services Melissa L. Salazar, Ph.D Education (UC Davis), MS Food Technology (UC Davis),and BS Chemistry/Chemical Engineering (UC Berkeley). Dr. Salazar was an active researcher in the fields of immigrant health and

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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.

, universities acrossthe United States have adopted online teaching, and students were forced to take all of theirclasses online. This research aims to determine the difference in students' engagement andlearning experience during online classes compared with on-campus classes, the impact of thecurrent COVID-19 pandemic on transportation engineering education, and the impact of usingsimulation technologies on students' outcomes in transportation engineering classes. Weinvestigate online teaching's impact on students enrolled in the transportation engineering lab(CE3601L) offered at Cal Poly Pomona using both students' responses to surveys distributedamong them and students' grades. The results from the statistical analysis models implemented inthis

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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

Education, 2021 Impact of Flipped Labs and Lectures on Student Outcomes During the Pandemic for a Lower Division Computer Engineering CourseAbstractWe present a study of the flip classroom model at a minority-serving institution, which is one ofthe largest and most diverse American four-year universities. We motivate the flipping of the labinstructions on the quantitative comparison of the student outcome in Fall 2019 and Spring 2019.This paper presents the setup, the outcomes, and student perception of using flipped instructionsfor the lab before the pandemic (Fall 2019), during the emergency transition to onlineinstructions (Spring 2020), and after adapting fully online instructions (Fall 2020) for

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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

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Diversity

survey affective research hasmoved in the direction of a climate survey10, and less of an analysis of the effectiveness ofco-curricular activities, and thus the comparisons are of limited use. Future iterations of oursurvey will be shortened (currently the PosSE survey as we issued has over 140 questions),de-emphasizing the affective questions in favor of a shorter survey which will hopefully providemore complete survey responses.We welcome input on our analysis and future suggestions.Bibliography[1]M. Stuart, C. Lido, J. Morgan, L. Solomon, and S. May, “The impact of engagement with extracurricularactivities on the student experience and graduate outcomes for widening participation populations,” Active Learningin Higher Education, vol. 12, no

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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

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Diversity

ideation preferences, Communication and Organization highlights studentswanting more effective group management strategies in order to enhance facilitation and ideation.Since this session was conducted under a time constraint, students wanted to implement moreefficient techniques that can positively impact their ideas. Planning and Organization discussesmaking use of better structural methods for time efficiency and formatting the ideation processmore effectively. Female 1: Just a thought. I don't know how this would change the thought experiment if you gave us each like three squares. Right? Then before we moved on to our partner, we picked our favorite and you kept the rest and they gave us each three more blank squares

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

Authors

Harly Ramsey, University of Southern California

Tagged Topics

Diversity

pandemic dramatically changed the online learner profile: the vast majority ofstudents had both expected and wanted in-person university instruction. Some features ofestablished best practices for online learning, for instance those related to cognitive load andactive learning, remained salient for this new learner profile. However, motivation is a keycomponent of learning, whether online or on-ground, and the disruptive and forced nature of theshift to online learning, coupled with the stress of the pandemic, impacted students’ learning bytheir own accounts. By examining needs of students during unexpected and potentially stressfulconditions, we may be able to improve future teaching for all students.Recent scholarship examines COVID-19 pandemic

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

Authors

Heather Marriott, Embry-Riddle Aeronautical University - Prescott

% were in quarantine, 21% were afraid of contracting COVID-19 on campus,4% overslept, 4% had a non-COVID-19 illness, and 4% had a previous or next class on Zoom.Later in the semester (Oct 14-18) the survey was repeated and the number of students attendingfor convenience had increased dramatically. In October, 78% of those on Zoom were attendingclass that way for convenience, 11% were afraid of coming to campus and getting COVID-19,6% were on Zoom for non-COVID-19 illnesses, and 6% had a previous or subsequent class thatwas held on Zoom. The impact of other professors only teaching online because of high risk orquarantine conditions impacted my class and other classes because students did not have time toattend online for one class at home and

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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

increasingseriousness in January, the author continued to follow the news, especially the local news. Thefirst communal spread occurred 50 miles away from the University at the end of February. As aresult, the author took efforts to prepare herself, her family, and her students for the potentialimminent impact to their daily lives. This was based on the changes seen especially in China whichwas the first hard-hit country.Through open dialogue in the department, faculty asked questions and began preparing theirstudents for changes in the course. As a result, the author offered her first test online class onMarch 6. This was accompanied by an evaluation sent out to students about the experience andany resources they may need. By March 9, the author gave her last

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

Authors

Rebeka Sultana, California State University, Long Beach

students who enjoyed online classes or not, all responded to question 2(see Methodology section) stating what they like about virtual learning. Top reason for likingonline classes is reduction of commute time and savings in fuel cost. No need to get dressed isalso another reason to like online classes. Top reasons for not liking learning online is to be infront of the computer for longer time and missing friends. Students also expressed they feel lessmotivated to study and miss the academic environment when learning online. One student alsonoted that the lectures are less engaging in online environment.Survey questions 6 to 15 were analyzed to learn students’ perception specific to the course.Results show although 36% of students bought the

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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

Duc Hoai Tran, CSULB; Hen-Geul Yeh

and asynchronous environments). These collaboration tools encourage criticalthinking and provoke thought among students, encourage learning from others and produce self-reflection, and help foster a sense of community and engagement among peers.Beachboard incorporates and integrates tools for the assessments such as Quizzes, Surveys,Dropbox, Rubrics which allow instructors to evaluate the course, check for understanding andhelp set expectations. It also provides many features for preserving academic integrity such asdisabling right click, timing the exam and automatically shutting down when it is over,randomizing answer choices and test questions, displaying questions one at a time, providingTurnitin anti-plagiarism feature, providing

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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

understandable.Two primary goals of the course are to make students feel engaged and motivated to learn.Taken all of these challenges and difficulties into considerations, the instructors tried to achievethe following goals when she redesigned this course to become a 100% online course in 2020summer based on the community of inquiry theoretical framework [1]: 1.Cognitive presence: Understand each student’s situation and ensure that the course materials are selected based on students’ background. 2. Teaching presence: Build a supporting instructor-student connection and ensure that each student would have the same access to the learning materials and sources. 3. Social presence: Build a strong student-to-student connection

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

university. The third objective concerns communication: The myDAQ might not bethought to directly address that, but then again it does. We find that the students communicatemore during the remote Zoom sessions when they are each striving to get their laboratorymeasurements made while each student is operating their own myDAQ – and pointing out thingsto help other students use it correctly – than the students tend to be when they are required toonly complete the exercises using circuit simulation software, which they can postpone . Thefourth objective is not significantly impacted by the students’ remote use of the myDAQinstrument. The fifth objective is promoted by use of the myDAQ for the same reason ofencouraging active student engagement

Collection

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

phasesof online course design.” To meet the needs for all students, as addressed in Thomas Tobin andKristen Behling’s book, “reach everyone, teach everyone” 4, different teaching strategies havebeen proposed 5-6. With regard to the lab courses, finding appropriate resources, delivering clearinstructions, and creating labs without being physically present are the crucial issues.The purpose of this paper is to share our experiences in meeting learning objectives whileteaching lab courses virtually. The learning objectives impacted by the transition will behighlighted, following by a discussion on the affected student outcomes. Our approach to attackthe problems will be presented and example lab courses will be used to share the experiences