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Virtual Intensive Training for Experimental Centric Pedagogy Team Members: Effectiveness During COVID-19 Pandemic

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Conference

2021 ASEE Virtual Annual Conference Content Access

Location

Virtual Conference

Publication Date

July 26, 2021

Start Date

July 26, 2021

End Date

July 19, 2022

Conference Session

Continuing Professional Development Division Technical Session 1

Tagged Division

Continuing Professional Development

Tagged Topic

Diversity

Page Count

14

Permanent URL

https://strategy.asee.org/38018

Download Count

12

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Paper Authors

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Oludare Adegbola Owolabi P.E. Morgan State University

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Dr. Oludare Owolabi, a professional engineer in Maryland, joined the Morgan State University faculty in 2010. He is the assistant director of the Center for Advanced Transportation and Infrastructure Engineering Research (CATIER) at Morgan State University and the director of the Civil Engineering Undergraduate Laboratory. He has over eighteen years of experience in practicing, teaching and research in civil engineering. His academic background and professional skills allows him to teach a range of courses across three different departments in the school of engineering. This is a rare and uncommon achievement.
Within his short time at Morgan, he has made contributions in teaching both undergraduate and graduate courses. He has been uniquely credited for his inspirational mentoring activities and educating underrepresented minority students. Through his teaching and mentoring at Morgan State University he plays a critical role in educating the next generation of underrepresented minority students, especially African-American civil engineering students.
He is also considered to be a paradigm of a modern engineer. He combines practical experience with advanced numerical analysis tools and knowledge of material constitutive relations. This is essential to address the challenges of advanced geotechnical and transportation research and development. He is an expert in advanced modeling and computational mechanics. His major areas of research interest centers on pavement engineering, sustainable infrastructure development, soil mechanics, physical and numerical modeling of soil structures, computational geo-mechanics, constitutive modeling, pavement design, characterization and prediction of behavior of pavement materials, linear and non-linear finite element applications in geotechnical engineering, geo-structural systems analysis, structural mechanics, sustainable infrastructure development, and material model development. He had been actively involved in planning, designing, supervising, and constructing many civil engineering projects, such as roads, storm drain systems, a $70 million water supply scheme which is comprised of treatment works, hydraulic mains, access roads, and auxiliary civil works. He had developed and optimized many highway design schemes and models. For example, his portfolio includes a cost-effective pavement design procedure based on a mechanistic approach, in contrast to popular empirical procedures. In addition, he had been equally engaged in the study of capacity loss and maintenance implications of local and state roads (a World Bank-sponsored project). He was the project manager of the design team that carried out numerical analyses to assess the impact of the new shaft and tunnel stub construction on existing London Underground Limited (LUL) structures as per the proposed alternative 3 design of the Green park Station Step access (SFA) Project in U. K. He was also the project manager of Category III design check for the Tottenham Court Road Tunnel Underground Station upgrade Project in UK.

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Oludayo Samuel Alamu Morgan State University

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Mr. Alamu is a Graduate Research/Teaching Assistant at the Department of Industrial and Systems Engineering, Morgan State University where he conducts qualitative and quantitative research works leading to development. He has participated and led several innovative research works and he is a member of the rocketry team at Morgan State University. He has authored and co-authored several publications with the recent one on the use of additive manufacturing in building a liquid propellant rocket engine nozzle.

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Jumoke 'Kemi' Ladeji-Osias Morgan State University Orcid 16x16 orcid.org/0000-0002-8645-696X

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Dr. J. ’Kemi Ladeji-Osias is Professor and Associate Dean for Undergraduate Studies in the School of Engineering at Morgan State University in Baltimore. Dr. Ladeji-Osias earned a B.S. in electrical engineering from the University of Maryland, College Park and a joint Ph.D. in biomedical engineering from Rutgers University and UMDNJ. Dr. Ladeji-Osias’ involvement in engineering curricular innovations includes adapting portal laboratory instrumentation into experiments from multiple STEM disciplines. She enjoys observing the intellectual and professional growth in students as they prepare for engineering careers.

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LaDawn E. Partlow Morgan State University

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Mrs. LaDawn E. Partlow is a Lecturer and Undergraduate Coordinator in the Department of Electrical and Computer Engineering at Morgan State University. She earned both a Bachelor of Science and a Master of Engineering in Electrical Engineering from Morgan State University. Mrs. Partlow currently serves as the Program Director of the Verizon Innovative Learning Program, which focuses on providing minority middle school boys with hands-on learning experiences using advanced technology, app development software, 3-D design techniques, and entrepreneurship skills. She has also served as an online course development specialist responsible for the creation, organization, and delivery of several web based Electrical Engineering courses offered at Morgan State University. Her technical expertise includes, web-based learning, online course development, information management, systems integration, and 3-D simulation and modeling.

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Mehdi Shokouhian Morgan State University Orcid 16x16 orcid.org/0000-0001-9823-0661

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Dr. Shokouhian is an Assistant Professor at the Department of Civil Engineering, Morgan State University. His research focuses on performance-based design of structures made of high performance steel and concrete using theoretical, numerical and experimental methods. He has participated in many research projects and has published several peer-reviewed journal papers since 2004.

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Kathy Ann Gullie Gullie Consultant Services LLC

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Gullie Consultants Services LLC,
Owner, Dr. Kathy A. Gullie Ph.D.
Dr. Kathy Gullie and her associates at Gullie Consultant Services LLC have been in education, assessment, program development and evaluation in New York State for over 30 years. A former New York State teacher for 36 years, Dr. Gullie is committed to the improvement of education for students in all areas and education levels. Collectively, along with members of the team, Gullie Consultant Services LLC. has served as external evaluators for school districts, federal and state agencies, not-for-profit organizations, and institutions of higher education in New York State, as well as from around the country. Some of our past clients include: The National Science Foundation, the U.S. Department of Education, The New York State Department of Education, New York State VESID, State University of New York at Albany/SUNY, the State University of New York at Binghamton/SUNY, New York Institute of Technology (NYIT), Howard University, Morgan University and New York City Board of Education.

More specifically, Dr. Gullie has served the principal investigator/evaluator on several educational grants including: an NSF engineering grant supporting Historically Black University and Colleges through Howard University, the Syracuse City School District Title II B Mathematics and Science Partnership grants, Building Learning Communities to Improve Student Achievement: Albany City School District, Educational Leadership Program Enhancement Project at Syracuse University and the University at Albany through the Teacher Leadership Quality Program. She holds an advance degree in Educational Theory and Practice from the University of New York/SUNY Albany, with experience in teaching educational methods at the master’s level as well as an introduction to education courses designed to develop new interest in teaching careers. She has worked as an elementary classroom teacher developing specific curricula for gifted and talented students as well as inclusion classrooms in a school district eligible for rural and low-income programs. Dr. Gullie’s experience and past projects qualify her for the position of evaluator to examine the impact of the Alliance: Pathways to Success in Engineering (PASE). Her experience and qualifications working with data from multiple educational projects and personal work with students give her an in-depth understanding of the developmental nature of students participating

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Krishna Bista

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Krishna Bista is an Associate Professor at Morgan State University, Maryland (USA).

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Sotonye Ikiriko Morgan State University

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Ms. Sotonye Ikiriko is currently a Doctoral student and Research Associate in the Department of Civil Engineering, Morgan State University (MSU) in Baltimore Maryland. Prior to joining the department in January of 2019, Ms. Sotonye Ikiriko was a Graduate Research Assistant (GRA) at Tennessee State University (TSU) in Tennessee State, where she obtained her master’s degree in civil engineering. Ms. Sotonye Ikiriko obtained her Bachelor of Engineering (B.ENG) in civil engineering from the University of Port Harcourt (UNIPORT) in Port Harcourt Nigeria. Her passion for innovative and sustainable engineering research has led Ms. Sotonye Ikiriko to participate in several engineering research. In 2019 Ms. Sotonye Ikiriko was part of the Maryland Department of Transportation State Highway Administration (MDOT SHA) Project on Noise Abatement Decisions for the state of Maryland and co-authored the report 'HIGHWAY GEOMETRICS AND NOISE ABATEMENT DECISION'. In 2017 and 2018 Ms. Sotonye Ikiriko was part of a research sponsored by the Transportation Research Center for Livable Communities (TRCLC). And has authored, co-authored, and presented research papers published by the Transportation Research Board (TRB) and other engineering journals and conferences across the United States.

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Mulugeta T. Dugda Morgan State University Orcid 16x16 orcid.org/0000-0002-6801-3225

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Abstract

The COVID-19 pandemic grounded the implementation of many research projects. However, with the intervention of the NSF research grant awarded to a Historically Black College and University (HBCU), with a specific goal to increase students’ achievement in multiple STEM disciplines, the pandemic challenges provided opportunities to effectively achieve the project objectives. The Adapting an Experiment-centric Teaching Approach to Increase Student Achievement in Multiple STEM Disciplines (ETA-STEM) project aims to implement an evidence-based, experiment-focused teaching approach called Experimental Centric Pedagogy (ECP) in multiple STEM disciplines. The ECP has been shown to motivate students and increase the academic success of minority students in electrical engineering in various institutions. During the Summer of 2020, the ETA-STEM Trainees engaged in research activities to develop three instruments in their respective disciplines. This paper highlights the strategic planning of the project management team, the implementation of the ECP, a comprehensive breakdown of activities and an evaluation of effectiveness of the virtual training. The 13-week intensive virtual training using Canvas learning management system and zoom virtual platform provided the opportunity to effectively interact and collaborate with project team members. Some of the summer training activities and topics included: instrumentation and measurements in STEM fields, sensors and signal conditioning, assessing the performance of instruments and sensors, effective library and literature search, introduction to education research, writing excellent scientific papers, as well as the implementation and development of ECP curriculum with focus on home-based experiment. Prior to the training, ECP kits were shipped to the team and facilitators fully utilized the virtual platform to collaborate with team members. Overall, there was a great satisfaction and confidence with the participants designing three home-based experiments using the M1K and M2K analog devices.

Owolabi, O. A., & Alamu, O. S., & Ladeji-Osias, J. K., & Partlow, L. E., & Shokouhian, M., & Gullie, K. A., & Bista, K., & Ikiriko, S., & Dugda, M. T. (2021, July), Virtual Intensive Training for Experimental Centric Pedagogy Team Members: Effectiveness During COVID-19 Pandemic Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference. https://strategy.asee.org/38018

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