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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

the percentage of thestudents who submitted each of the lab assignments, for one section of the lectures and onesection of the labs, with the same instructor. There was a total of 6 lab assignments during Fall2018 (F’18) and Spring 2019 (SP’19). Starting Fall 2019 (F’19), we introduced additional labassignments. In Table 1, we are providing the mapping of the labs used in F’18 and S’19, to thenew labs used in F’19, Spring 2020 (S’20), and Fall 2020 (F’20) for consistency. The labassignments are mapped based on the complexity of implemented designs, language constructsused, and level of tool skills needed. We will continue to use the names for new labs (1 - 8). Percentage of submitted labs

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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

torque and angularmomentum [1]. The work of C. Kontra et. al. finds that with active learning, students’ exposureto a physical interaction to forces that were associated with angular momentum correlated to anincrease in quiz scores, as well as activation in the brain related to the sensorimotor region whenreasoning about angular momentum at a later time. Other studies such as that of S. Freeman et al.[2] have also shown that through active learning, students gain the ability to perform better ontests than without active learning. Therefore, with the shift into a virtual learning space, itbecomes imperative to maintain the kinesthetic learning aspect of laboratory based courses, toengage students, as well as to help them gain better conceptual

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

tofurther define and operationalize our definitions. Table 1 summarizes these themes, which will befurther elaborated in the following sections. (Though an analysis of the role of gender and activitystructure is beyond the scope of the present work, see [16] for a fuller discussion). The focus groupquotes are identified according to their structure and gender composition. US = Unstructured. S =Structured. PM = Predominantly Male. PF = Predominantly Female. B = Balanced.Table 1: Overview of salient themes and associated codes. Theme Operational Definition Associated Codes Challenges Difficulties and areas of stagnation or • Ideation preferences and confusion encountered by

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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

., "First known person-to-person transmission of severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) in the USA," The Lancet, vol. 395, no. 10230, pp. 1137-1144, 2020, doi: 10.1016/S0140-6736(20)30607-3.[3] J. Ferguson et al., "Characteristics and Outcomes of Coronavirus Disease Patients under Nonsurge Conditions, Northern California, USA, March–April 2020," Emerging Infectious Disease journal, vol. 26, no. 8, p. 1679, 2020, doi: 10.3201/eid2608.201776.[4] A. Wigglesworth, R.-G. Lin II, and S. Kohli, "California's first two cases of coronavirus are confirmed in L.A. and Orange counties.," in The San Diego Union-Tribune, ed. California, 2020.[5] "Public Health Confirms First Case of

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

Authors

Sam B Siewert, California State University, Chico

course to pick a program to design or re-design and to show significant speed-up, comparingresults to Amdahl’s law5,6, based on parallel hardware used. Modern systems hardware canmake selection of the appropriate value for scaling factor used in Amdahl’s law, “S”, a non-trivial decision. The value for S can be based on SMT (Simultaneous Multi-Threading), super-scalar multi-instruction features, vector instructions, and the potential to use co-processor cores.Generally, in this course the goal is to keep the scaling factor S simple, with focus on the numberof cores per node (ignoring SMT) and the number of nodes in a cluster. However, thissimplification can be pessimistic given micro-parallel features most CPU systems nowincorporate by

Collection

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

Authors

Harly Ramsey, University of Southern California

Tagged Topics

Diversity

would improve that aspect ofthe course.2) Is there any additional information or feedback that you would like to share with [the]instructor?3) Please describe the MOST valuable aspect(s) of this course.4) Please describe the LEAST valuable aspect(s) of this course.Below is a relative frequency chart for comments, separated by positive and negative responsesand grouped by SDT need. Individual students could state more than one item in each response. Sm 2020- THEMATIC CATEGORY S 19 Sm 19 F 19 2019 S 20 20 F 20 2020 2019 instructor helpful/caring 15.4% 8.3% 24.0% 17.3% 10.6% 0.0% 18.8% 11.6

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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

Education and a member of the Physics Department.Dr. Daniel Almeida, California Polytechnic State University, San Luis Obispo Dr. Daniel Almeida is an Associate Professor in Higher Education Counseling/Student Affairs at Califor- nia Polytechnic State University, San Luis Obispo. He is Lead Principal Investigator for the NSF-funded California State University Underrepresented Minority STEM Faculty Alliance for Graduate Education & the Professoriate (AGEP) Model: A Culturally-Informed Strengths-Based Approach to Advance Early- Career Faculty Success. Dr. Almeida is also Co-Principal Investigator for the NSF Scholarships in Sci- ence Technology Engineering & Mathematics (S-STEM) grant, Engineering Neighbors: Gaining

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

Authors

Duc Hoai Tran, CSULB; Hen-Geul Yeh

differences and technology acceptance model in a blended learning scenario,” Comput. Educ., vol. 63, pp. 306–317, Apr. 2013. [2] C. J. Asarta and J. R. Schmidt, “Access patterns of online materials in a blended course,” Decision Sci. J. Innov. Educ., vol. 11, no. 1, pp. 107–123, 2013. [3] H. M. S. Ahmed, “Hybrid e-learning acceptance model: Learner perceptions,” Decision Sci. J. Innov. Educ., vol. 8, no. 2, pp. 313–346, 2010. [4] S. Djenic, R. Krneta, and J. Mitic, “Blended learning of programming in the Internet age,” IEEE Trans. Educ., vol. 54, no. 2, pp. 247–254, May 2011. [5] D. Szafir and B. Mutlu, “ARTFuL: Adaptive review technology for flipped learning,” in Proc. SIGCHI Conf. Human Factors Comput. Syst

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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

the first coupleof reports. For the rest of the reports, students writing shows significant improvement andreduces the number of second review. It is not necessary to help only the particular group(s) allthe time over the semester.Table 1. The students’ grades of 1st submission and 2nd submission (Spring 2020, Section-1 and2). Lab Report Writing Group Grade (1st Submission) Grade (2nd Submission) 1 70% 90% 2 72% 92% 3 75% 94%Assessment Beginning of Pandemic (Spring 2020)All the processes – lecture before

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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

, the authors plan to continue to study the impact of MESH on onlinecourses on disaggregated student grades by collecting more student responses in these courses in2021. Long-term the authors plan to create a MESH planning tool to help professors think abouthow to incorporate MESH structures into both synchronous and asynchronous class time, andmake intentional choices about how to create a culturally balanced online environment.Bibliography[1] Riegle-Crumb, C., King, B., & Irizarry, Y. (2019). Does STEM Stand Out? Examining Racial/Ethnic Gaps inPersistence Across Postsecondary Fields. Educational Researcher, 48(3), 133–144[2] Hurtado S, Cabrera NL, Lin MH, Arellano L, Espinosa LL. Diversifying Science: Underrepresented StudentExperiences

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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

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

Authors

Heather Marriott, Embry-Riddle Aeronautical University - Prescott

students in quarantine, with possible exposure, or presenting symptoms thatmight be COVID-19. When the number of students on Zoom started to equal and evenoutnumber the students attending in person, further investigation was called for.Figure 1 shows the first question from the Zoom Participant Survey asking the reason(s) studentswere selecting Zoom attendance. Students could select from choices “in Quarantine/awaiting testresults”, “afraid of contracting COVID-19 on campus”, “more convenient than attending class inperson”, or select “other” and type in another reason. Figure 1- From Survey on Attending Class on ZoomEarly in the semester (Sept 21-25) the findings were that 43% of the students were on Zoom forconvenience, 25

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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

/).Bibliography¹ Ernst, D. C., Hodge, A., & Yoshinobu, S. (2017). What Is Inquiry-Based Learning?. Doceamus, 64(6), 570– 574. https://doi.org/10.1090/noti1536² Gormally, C., Brickman, P., Hallar, B., & Armstrong, N. (2009). Effects of Inquiry-based Learning on Students’ Science Literacy Skills and Confidence. International Journal for the Scholarship of Teaching and Learning, 3(2). https://doi.org/10.20429/ijsotl.2009.030216³ Lai, C.-S. (2018). www.jeseh.net Using Inquiry-Based Strategies for Enhancing Students’ STEM Education Learning Using Inquiry-Based Strategies for Enhancing Students’ STEM Education Learning. Journal of Education in Science, 4(1), 110–117. https://doi.org/10.21891/jeseh.389740⁴ Nevrly

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

Authors

Scott Matthew Boskovich, California State Polytechnic University, Pomona; Chris Burns, Boys Republic

Tagged Topics

Diversity

. Figure 14 S-Curve Motor Motion ProfileProgram Management and Multidisciplinary EnvironmentThe overall team was composed of foursub-teams. Overall, the entire team wasmanaged by the project manager thoughthere was support from an assistantproject manager to help keep the teams incoordination as shown in Figure 15. Theproject manager was responsible forensuring the project, that the sub taskswere kept on schedule while providing a Figure 15 Team Structuredirect interface to both the customer andsupervising faculty advisor. The programmanager delegated the responsibility of parts procurement to the procurement lead. Theprocurement lead was responsible to work directly with Boys Republic staff and the individualteams to order parts or purchase work

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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

learning, online simulation,microelectronics circuits lab, computer network lab, digital circuit design lab.1. IntroductionAs John Dewey, a well-known educational theorist, emphasized1, “hands-on learning such as labexperiments are essential in education experience.” This principle was challenged whenproviding remote/virtual mode of instructions due to the COVID-19 situation was forced. Thiswas stated in Alexander et al.’s report 2, “Higher education is no longer simply being asked tochange. Change will be forced on it, and not just from the impact of Covid-19.”The challenges on the lab courses were highlighted by Woodley et al. 3, “The challenge is tomove lab courses quickly online and still meet the learning objectives, which exists in all

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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

Collection

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

Authors

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

). References1. Young, R. K. . et al. 2011. A nationwide effort to improve transportation engineering education. ASEE Annu. Conf. Expo. Conf. Proc.2. Bao, W. 2020. COVID-19 and online teaching in higher education: A case study of Peking University. Human Behavior and Emerging Technologies, vol. 2, no. 2, pp. 113-115.3. Fini, E. H., Awadallah, F., Parast, M. M., & Abu-Lebdeh, T. 2017. The impact of project-based learning on improving student learning outcomes of sustainability concepts in transportation engineering courses. European J. of Eng. Educ., vol. 43, no. 3, pp. 473-488.4. Hernandez, S. & Ritchie, S. G. 2015. Motivating Students to Pursue Transportation Careers: Implementation of Service-Learning

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

Authors

Rebeka Sultana, California State University, Long Beach

learning environment and instructional design were evaluated byconducting a survey at the end of the Fall 2020 semester. Survey was posted on the class websiteand its purpose was clarified at the beginning of the survey question as well as in email beforeinviting students to participate in the survey. Students were given extra credit for theirparticipation in the survey. There were 5 questions in the survey to determine students generalview on learning online. These questions were: 1. Have you ever taken online class(s) before classes becoming virtual in COVID-19 pandemic? If “YES”, did you like online classes? 2. What do you like about online classes? 3. What do you DON’T like about online classes? 4. What do

Collection

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

and impending motion as areasoning applied to this problem. The altered question but still with free response, referred to asQuestion B, is shown below in Figure 2. Figure 2. Question B is an isomorph of the question altered based on student reasoning patterns.We then mapped the codes for the question onto the coupled response for the question pair weplanned to place on the Concept Warehouse. In Table 2, the first column shows the proposedresponse that would be provided to students in the follow-up question. The follow up questionreads, “Given your answer to the previous question, select the following reason(s) that help youjustify or support your answer. Select all that apply.” Given this phrasing, students should

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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

are up to 3 GHz. wave bands. expensive Dynamic Range Only 30 dB of dynamic Excellent Dynamic High frequency Local range at 1500 MHz 5th Range over a wide Oscillator harmonic Band upper bandwidth that can be components are very edge with 50 dB of greater than 100 dB expensive dynamic range in the below 300 MHz band. S – parameters S11 and S21 with no S11, S21, S22, and Transfer Switch adds coverage transfer switch. S12 with built in cost transfer switch Ability to

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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

), 566-575.[2] Valenti, E., Feldbush, T., & Mandernach, J. (2019). Comparison of Faculty and StudentPerceptions of Videos in the Online Classroom. Journal of University Teaching and LearningPractice, 16(3), 6.[3] Henriksen, D., Richardson, C., & Mehta, R. (2017). Design thinking: A creative approach toeducational problems of practice. Thinking skills and Creativity, 26, 140-153.[4] Collins, A., Brown, J. S. & Holum, A. (1991). Cognitive Apprenticeship: Making ThinkingVisible. American Educator, 15(3), 6-11, 38-46.[5] Herrington, J. & Oliver, R., Critical characteristics of situated learning: Implications for theinstructional design of multimedia,http://www.ascilite.org.au/conferences/melbourne95/smtu/abstracts/herrington.html