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

Authors

Sam B Siewert, California State University, Chico

Paper ID #35221Improving Student Outcomes with Final Parallel Program Mastery Approachfor Numerical MethodsDr. Sam B Siewert, California State University, Chico Dr. Sam Siewert has a B.S. in Aerospace and Mechanical Engineering from University of Notre Dame and M.S., Ph.D. in Computer Science from University of Colorado. He has worked in the computer engineer- ing industry for twenty-four years before starting an academic career in 2012. Half of his time was spent on NASA space exploration programs and the other half of that time on commercial product development for high performance networking and storage systems. In 2020

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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

-0002-5351-0341.5. Pintarič Z.N., Kravanja Z., 2020, The Impact of the COVID-19 Pandemic in 2020 on the Quality of STEM Higher Education, Chemical Engineering Transactions, 81, 1315-1320 DOI:10.3303/CET2081220.6. Vutukuru, M., "Faulty Assumptions About Lab Teaching During COVID," https://www.insidehighered.com/advice/2020/08/05/engineering-instructor-disagrees-notion-lab-courses- cant-be-taught-effectively.7. Thai, N.T.T.; De Wever, B.; Valcke, M. “The impact of a flipped classroom design on learning performance in higher education: Looking for the best ‘blend’ of lectures and guiding questions with feedback”, Comput. Educ. 2017, 107, 113–126.8. Zhang, Z., et al., "Teaching Power Electronics With a Design-Oriented

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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 at which the motor stalls, the no load angular speed, andmaximum power output. In Figure 1b and Figure 1c students utilized more components of thekit to determine the physical attributes of springs and different sized rubber bands.Figure 1: (a) Illustration of DC motor testing setup and attributes to determine. (b) Depiction ofspring analysis. (c) Configuration of rubber band setup analysis.Part I: DC Motor Testing To examine the DC geared motors, students utilized tools and materials from their robotkits that consisted of a screw driver, rubber bands, acrylic brackets, a battery pack, cutting mat,and large nuts to use as known weights, illustrated in Figure 2a. The assembly process for thesetup in Figure 1 consisted of

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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

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

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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

Spread of COVID-19," ed: Office of Governor Gavin Newsom, 2020.[11] T. Worthington and A. Khoynezhad, "A Perspective from Los Angeles of COVID-19 effect and impact on cardiac surgery," J Card Surg, Review vol. 5, no. 10, p. 15042, 2020.[12] L. Rassudov and A. Korunets, "COVID-19 Pandemic Challenges for Engineering Education," in 2020 XI International Conference on Electrical Power Drive Systems (ICEPDS), 4-7 Oct. 2020 2020, pp. 1-3, doi: 10.1109/ICEPDS47235.2020.9249285.[13] B. Y. Choi, S. Song, and R. Zaman, "Smart Education: Opportunities and Challenges Induced by COVID- 19 Pandemic : [A Survey-Based Study]," in 2020 IEEE International Smart Cities Conference (ISC2), 28 Sept.-1 Oct. 2020 2020, pp. 1-8

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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

students agreed to be part of the study out of 55 total studentsenrolled in the three environmental engineering classes (58%). Figure 1 shows the demographicsfor those 32 students across all three environmental engineering courses. a) Asian American b) 3.1 6.3 American Indian Unknown 9.4 12.5 Two or More 43.8 Races 12.5 Unknown 50.0 URM

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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

in F’18 (25%). For lab 8 in S’19, there is some improvement in thestudents’ grades compared to lab 6 in the same semester (almost 69% with the highest scores).We can conclude that a) the students found lab 6 challenging, because it requires mastery of theknowledge from all previous labs, indicating that more support is needed for early labassignments; b) about 29% of the students were able to “recover” in lab 8, due to improvedteaching methods in Spring 2018.The improvement in performance on lab assignments in S’19, compared to F’18, was due toimprovement in teaching methods and to increased time dedicated to one-on-one work.However, further improvements were needed to provide better support for learning designmethods, and language and tools

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

Authors

Rebeka Sultana, California State University, Long Beach

Paper ID #35226A Case Study: Assessing Effectiveness of Online Instruction in an UpperDivision Engineering CourseDr. Rebeka Sultana, California State University, Long Beach Rebeka Sultana received doctoral degree in civil engineering from the University of California, Irvine. She is a project engineer at the California Department of Transportation (Caltrans) and a lecturer at California State University, Long Beach (CSULB). At CSULB, she teaches courses in water resources engineering at the department of Civil Engineering and Construction Engineering Management (CECEM). Sultana’s research focuses on water resources

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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

system forces which would be a helpful reasoning pattern; however, thepresence of the friction force seemed to call on other knowledge that pulled from personalexperiences with objects on surfaces with and without friction – an unhelpful reasoning pattern. Table 1. Codebook for Question A. Code Student Example Explanation Friction will Reduce Acceleration “Since there are no friction forces acting on The presence of the friction force will reduce the block in system A, the block in system A acceleration, regardless of the net forces. will accelerate faster than B.” Friction Force Determined by Normal and “They accelerate at the same rate because the

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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

published and submitted, in international refereed journals, includ- ing: 1 Nature, 1 Reviews of Modern Physics, 1 Advances in Physics: X, 3 Nature Communications, 2 Physical Review X, and 19 Physical Review Letters, two of them Editor’s Suggestion. His h-index according to Google Scholar is of 36, with more than 4700 citations.Dr. Clarice D. Aiello, University of California, Los AngelesDr. Bruno Marco Quadrelli, Jet Propulsion Laboratory, California Institute of Technology Dr. Marco B. Quadrelli is a Principal Member of the Technical Staff and the group supervisor of the Robotics Modeling and Simulation Group at JPL, where he has worked since 1997 on multiple flight projects and research programs. His research interests

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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

nanoVNAs, each student now has full access totheir personal nanoVNA as well as shared access to the full-feature VNAs. Figure 9 illustratesan example experiment students perform with both their nanoVNAs and full-feature VNAs.The student is asked to design, test and measure an impedance matching circuit between anunknown load and a 50 ohm source. Students really enjoyed putting BNC connectors on RG-58coax using the stripping and crimping tools. Students also must compensate for the length of theBNC adapters when simulating their solutions.Figure 9: (a) Students are given the assignment to match an unknown load (Z-load) to a 50 ohmload using 50 ohm impedance coaxial cable. Keysight ADS or similar CAD programs are usedfor this simulation. (b

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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

ARCS (attention, relevance, confidence, satisfaction) motivational design principles [6].• Good instructional videos should apply evidence-based design principles that help educators create pedagogically sound educational video content. Derived from our interview and survey data, relevant principles include Mayer’s Principles of Multimedia design [7] and Gagne’s Nine Events of Instruction [8].• STEM videos should focus on (a) expert modeling, a cognitive apprenticeship process [4, 5] of making the thinking process visible, and (b) helping students make connections between theory and practice.Table 1. STEM Video Design Checklist for Content and Style DevelopmentContent and OrganizationStructure of the content is easy to

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

Authors

Heather Marriott, Embry-Riddle Aeronautical University - Prescott

this chaotic time. The only problem is not being able to see the things on the white board. No suggestions Nope This is my first time going to CS118 on zoom, so I don't have any input on improvements. No I think you‚You're doing the best possible and I can tell that you really care and are trying harder than most of my other teachers! Good job :) No suggestions[1] Isong, B. "A Methodology for Teaching Computer Programming: first year students' perspective" I.J. Modern Education and Computer Science, pp. 15-21, September 2014.[2] “Why Colleges Suck at Making Programmers”, codeup.com Commentary, https://codeup.com/why-colleges- suck-at-making-programmers/, August 14, 2018.[3] Newton D., Another problem with shifting

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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

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

Steven Kent Dobbs, California State Polytechnic University, Pomona; Zhen Yu, California State Polytechnic University, Pomona; Joel Lee, California State Polytechnic University, Pomona; Justin Ilagan; Barys Khmel; Melody Loi, California State Polytechnic University, Pomona; Nicholas Papp; Eduardo Garcia Rogel; Connor McGarry; Chandler Duncan; Phillip Frem; Kevin Maldonado; Corey McGinnis; Hang Yong; Salma Bustos; Qiang Gong; Mumen Abbas; Sophoandara Ry; Kaiqi Luo; Peter Ayad; Martin O'Connell

and squeeze out any unnecessaryresin resulting a lighter part. The top and bottom skins are then popped off the molds and gluedonto the foam core. b) Phase 2Phase 2 has very similar manufacturing techniques to phase 1 in producing the core, the top skin,and bottom skin. For this phase, we have thought of two methods to mount the solar panels to thetop surface. The first method is just to adhere the solar cell array to the top skin. The secondmethod is to sandwich the solar panels between two plies of fiberglass and layup on the malemolds mentioned above. c) Phase 3Phase 3 will repeat the same manufacturing steps for the lower skin. This time the upper skin willonly be the solar cells and will be mounted either to a foam core or a

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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

., fullpoints are given if they can answer all comments to the point. This little extra help frominstructor side, the students get several benefits – get the results as they expected on the basis ofthe theory, i.e., understand why/what they are doing, improve the overall concepts, moremotivated, and improve grade by their efforts not by the curve. The final exam is a written testand need to answer 6 questions, i.e., one question from each lab. The questions are set as – (a)definition, e.g., what is tensile stress, (b) main concepts, e.g., draw a stress vs. strain curves andlabel the proportional limit, yield, tensile stress, and rapture stress, and (c) about instrument thatwere used for the experiment, e.g., why did you use an extensometer for the

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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

online course, such as clear and fixed learning pattern, microlecture, short-length pre-recorded lecture videos, building supporting instructor-to-student connection, can berevised and used in the face-to-face course when the campus reopens in the future. Futureresearch would be applying the practices that are talked about in this paper to face-to-face courseand analyze to what extent this practice would benefit the course.References[1] Befus, Madelaine K. “A thematic synthesis of Community of Inquiry research 2000 to 2014”. 2016Available from http://hdl.handle.net/10791/190.[2] Nilson, L. B., & Goodson, L. A. “Online teaching at its best: Merging instructional design withteaching and learning research”. Jossey-Bass. 2018.[3] Nilson, L

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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

, such as the syllabus with week by week labs spelled out and parts listclearly. The lab rules and safety were also covered. b) Transitioning to Virtual LabTo move a lab course quickly online, Instructor designed the virtual mode of instruction of ECE2200L including three parts:• Teach the content at the beginning of the lab.• Use simulation tools (such as PSpice) to model each circuit.• Show the simulation results through sharing the screen.Instructor modified the previously planned labs associated with the simulation so that studentscan perform it at home. Instructor also prepared for each virtual lab a To-Do list that serves as avery good pre-lab for the students. The To-Do list helps the student to better meet their learningobjectives for

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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

levels of both structural response and secondary systems. After re- ceiving her PhD, Dr. Wong began a post-doctoral fellowship at Lawrence National Laboratory developing a modern computational framework for the nonlinear seismic analysis of Department of Energy nuclear facilities and systems. This work seeks to expand the understanding of soil structure interaction for these structures and the means of modeling this behavior both theoretically and experimentally. In addition to her research experience, Dr. Wong also has worked for the public and private engineering sectors in the areas of water infrastructure, transportation, data systems, and project management. She joined San Fran- cisco State University in 2014 as

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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

course evaluations shifted negatively during COVID-19 ERT for this small sample size study.Clearly, further research into student experiences during COVID-19 ERT is needed.References[1] C. Hodges, S. Moore, B. Lockee, T. Trust, and A. Bond. "The difference between emergency remote teachingand online learning." Educause review 27 (2020): 1-12.[2] J. Xie and M.F. Rice. "Instructional designers’ roles in emergency remote teaching during COVID-19." DistanceEducation (2021): 1-18.[3] R. Garrett, R. Legon, E.E. Fredericksen, and B. Simunich. CHLOE 5: The Pivot to Remote Teaching in Spring2020 and Its Impact, The Changing Landscape of Online Education, 2020. Retrieved from the Quality Matterswebsite: qualitymatters.org/qa-resources/resource-center

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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.

Paper ID #35213The impacts of virtual teaching technologies on transportation educationduring the pandemicMs. Dana Dardoon, Cal Ploy Pomona I am a Master’s student at California State Polytechnic University, Pomona. I major in transportation engineering, and my focus is on transportation engineering education and the use of virtual and augmented reality technology in the transportation engineering sector.Dr. Yongping Zhang P.E., Dr. Yongping Zhang is an Assistant Professor in the Civil Engineering Department at Cal Poly Pomona. He is also a registered Professional Engineer in Civil Engineering. Dr. Zhang currently

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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

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Diversity

Paper ID #35207Project Ponderosa - Bridging Robot Simulation with DesignDr. Scott Matthew Boskovich, California State Polytechnic University, Pomona Dr. Scott Boskovich received his degree in Electrical Engineering focusing on Intelligent Systems. He has over 20 years of design experience from industry and has been teaching for over 20 years, 15 years part- time and now is a tenured track professor in Electromechanical Engineering at Cal Poly Pomona. His primary focus of research is robotics, autonomous vehicles and embedded systems and teaches related subject matter courses.Dr. Chris Burns, Boys Republic Licensed

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

Authors

Kevin R. Anderson, California State Polytechnic University, Pomona; Nolan Tsuchiya P.E., California State Polytechnic University, Pomona; Zechariah Alan Maynard, Cal Poly Pomona

Paper ID #35157Teaching PLCS and PID Tuning Virtually using DoMore SoftwareDr. Kevin R. Anderson, California State Polytechnic University, Pomona Dr. Kevin R. Anderson is a Professor of Mechanical Engineering at California State Polytechnic Uni- versity, Pomona. Dr. Anderson obtained his Ph.D. and MSME degrees from the University of Colorado Boulder and his BSME at California State Polytechnic University, Pomona. Dr. Anderson has over 100 technical publications. He was the previous director of the Control Systems Laboratory in the Mechanical Engineering Department California State Polytechnic University, Pomona focusing on

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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

Paper ID #35191Paper [ENGAGE: Co-curricular Profile for Engineering Students at CalPoly, San Luis Obispo]Dr. John Y Oliver, California Polytechnic State University, San Luis Obispo Dr. Oliver is a professor of Electrical Engineering and Computer Engineering at Cal Poly, San Luis Obispo. His field of expertise is in computer architecture and system performance analysis, dabbler in cybersecurity and passionate about broadening pathways for students in engineering.Dr. Chance Hoellwarth, California Polytechnic State University Chance Hoellwarth is the Director for Cal Poly’s Center for Engineering, Science, and Mathematics