2018 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE), 2018
This work describes an innovative approach to bridging the gap often found in undergraduate engin... more This work describes an innovative approach to bridging the gap often found in undergraduate engineering courses of students' ability to apply existing content knowledge to real-world situations. The use of Problem Based Learning (PBL) was piloted in a senior-level Foundation Engineering course during the summer of 2018. During the module, groups were asked to solve a messy, real-world problem, collaborate, and simulate a real-world experience. This qualitative study revealed the need for prior knowledge in PBL and the benefits of having the professor model expected PBL behaviors. Students reported positive attitudes about experiencing an authentic problem in a safe environment prior to graduating and entering the workforce. Students were able to better collaborate, solve problems, and create a report. Results suggested ways to improve PBL experience in an engineering class and will be modified for implementation in the fall and future studies.
This work describes the instructional design process used by an interdisciplinary team of enginee... more This work describes the instructional design process used by an interdisciplinary team of engineering and education faculty working together, at a NSF-funded Engineering Research Center, to create an introductory module on biogeotechnical engineering. We describe how the principles of learning theories and instructional design were applied to provide an introduction to a complex engineering domain using direct instruction, multimedia, and numerous instructional activities to explore technical topics. In addition, informative slides on geotechnical career trends and career options were included to spark student interest in the emerging field of biogeotechnics. The promising instructional design strategies outlined here address a few critical issues related to building engaging and effective content for incoming students and could be applied to other domains.
Research Anthology on Developing Effective Online Learning Courses, 2021
This chapter, updated for the second edition of this volume, reviews the current research specifi... more This chapter, updated for the second edition of this volume, reviews the current research specific to the characteristics and preparation of those involved in K–12 online teaching. While few teacher education programs integrate any aspect of online teaching into their coursework or field experiences, existing programs are discussed. Limited, but notable progress is being made with respect to K–12 online teacher preparation. However, there continues to be gaps in the literature examining the extent to which teachers are being educated, trained, and otherwise prepared to function in online settings. Over the past decade, the need for teacher education programs and current K–12 online schools to work together to prepare teachers has become increasingly clear. Effective online teaching techniques must be defined, empirically proven, and then efficiently implemented by both future and current K–12 online teachers to ensure quality online educational experiences and outcomes for students.
As schools were ordered to close due to the COVID-19 pandemic, K-12 teachers were given little ti... more As schools were ordered to close due to the COVID-19 pandemic, K-12 teachers were given little time to prepare and make the transition to a remote environment. STEM teachers have the added challenge of converting lab-based activities into a virtual format. To determine how K-12 teachers can best be supported to provide distance lab-based experiences, an instructional module on adapting engineering lessons for remote delivery was incorporated into a research experience for teachers. Results revealed that teachers are concerned about the continued disruption and eager to learn techniques and best practices for teaching STEM online.
2021 IEEE Frontiers in Education Conference (FIE), 2021
Machine learning and Artificial Intelligence (AI) are national priority areas for research, educa... more Machine learning and Artificial Intelligence (AI) are national priority areas for research, education and workforce development. This work in progress paper describes a Research Experiences for Teachers program in sensors and machine learning launched in the summer of 2020. Motivated by national AI workforce needs, we designed a program that engaged high school teachers from STEM fields in machine learning research. In 2020, the program focused on AI algorithms for solar energy systems. Because of the COVID-19 conditions, the research experience was virtual and ran with a smaller teacher group than originally planned. The program included development of training content, algorithm and software training, research in solar energy monitoring, development of research reports and lesson plans, research presentations, and assessment. The assessment of the program included surveys, interviews, presentation observations, and follow-up in high school content delivery.
His research interests include engineering student mentorship and leadership development, enginee... more His research interests include engineering student mentorship and leadership development, engineering research center education and diversity impact evaluation, and engineering graduate student attrition. Zhen earned a B.S. in Computer Science and an M.S. in Software Engineering, both from Xi'an Jiaotong University in China. He also received an M.S.E in Industrial Engineering from Arizona State University. Zhen also has over five years of collegiate teaching experience. Zhen is passionate and dedicated to better preparing the future engineering workforce.
This paper describes our interdisciplinary collaboration to design an introductory educational mo... more This paper describes our interdisciplinary collaboration to design an introductory educational module in the domain of biogeotechnical engineering. We detail various elements of the collaboration as the engineering and education members developed the instructional material and assessments. In addition, we report the preliminary results of a small group pilot as we presented the module in one freshman civil engineering class. Overall, the student feedback was positive suggesting the importance of contextualization for effective delivery and engagement.
Through 3.8 billion years of trial and error (sometimes referred to as evolution), nature has dev... more Through 3.8 billion years of trial and error (sometimes referred to as evolution), nature has developed many elegant, efficient, and sustainable biologically based solutions to some of the challenges that vex geotechnical infrastructure systems today. Examples include ant excavation processes that are 1,000 times more energy efficient than man-made tunneling machines, carbonate-cemented sand that is exceptionally resistant to erosion and earthquakes, and self-sensing and selfhealing tree root structures that are 10 times more efficient than any mechanical soil reinforcing system developed by humans.
has a Ph.D. in Educational Technology, postgraduate training in Computer Systems Engineering, and... more has a Ph.D. in Educational Technology, postgraduate training in Computer Systems Engineering, and many years of experience teaching and developing curriculum in various learning environments. She has taught technology integration and teacher training to undergraduate and graduate students at Arizona State University, students at the K-12 level locally and abroad, and various workshops and modules in business and industry. Dr. Larson is experienced in the application of instructional design, delivery, evaluation, and specializes in eLearning technologies for training and development. Her research interests focus on efficient and effective online learning, and how instructors are prepared to teach in digital environments. She coordinates outreach events for the Center for Bio-mediated and Bio-inspired Geotechnics (CBBG) with local school districts and organizations, various centers on the ASU campus, and summer programs for teachers, high school students and undergraduates. She also develops CBBG curriculum for learners at the K-12, college, and professional development levels.
The purpose of this study was threefold: (1) to examine the needs of K-12 online teachers, includ... more The purpose of this study was threefold: (1) to examine the needs of K-12 online teachers, including the dominant factors and career paths that influenced their decision to teach online; (2) to discover what online teachers viewed as the most important attributes an online teacher must have to be highly effective; and (3) to highlight the nature of the preparation/training K-12 online teachers received and found to be most helpful in fulfilling their positions. A web-based survey, including questions in both open and closed form, was used to gather data from 325 participants. Based on the findings, teachers working with K-12 students online are self-motivated, place a high value on learning and education , and enjoy the challenge and process of using technology for teaching. However, only a limited number of teacher preparation programs address any aspect of the methods and techniques required for teaching online, and even fewer offer online field placement opportunities for pre-ser...
2018 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE), 2018
This work describes an innovative approach to bridging the gap often found in undergraduate engin... more This work describes an innovative approach to bridging the gap often found in undergraduate engineering courses of students' ability to apply existing content knowledge to real-world situations. The use of Problem Based Learning (PBL) was piloted in a senior-level Foundation Engineering course during the summer of 2018. During the module, groups were asked to solve a messy, real-world problem, collaborate, and simulate a real-world experience. This qualitative study revealed the need for prior knowledge in PBL and the benefits of having the professor model expected PBL behaviors. Students reported positive attitudes about experiencing an authentic problem in a safe environment prior to graduating and entering the workforce. Students were able to better collaborate, solve problems, and create a report. Results suggested ways to improve PBL experience in an engineering class and will be modified for implementation in the fall and future studies.
This work describes the instructional design process used by an interdisciplinary team of enginee... more This work describes the instructional design process used by an interdisciplinary team of engineering and education faculty working together, at a NSF-funded Engineering Research Center, to create an introductory module on biogeotechnical engineering. We describe how the principles of learning theories and instructional design were applied to provide an introduction to a complex engineering domain using direct instruction, multimedia, and numerous instructional activities to explore technical topics. In addition, informative slides on geotechnical career trends and career options were included to spark student interest in the emerging field of biogeotechnics. The promising instructional design strategies outlined here address a few critical issues related to building engaging and effective content for incoming students and could be applied to other domains.
Research Anthology on Developing Effective Online Learning Courses, 2021
This chapter, updated for the second edition of this volume, reviews the current research specifi... more This chapter, updated for the second edition of this volume, reviews the current research specific to the characteristics and preparation of those involved in K–12 online teaching. While few teacher education programs integrate any aspect of online teaching into their coursework or field experiences, existing programs are discussed. Limited, but notable progress is being made with respect to K–12 online teacher preparation. However, there continues to be gaps in the literature examining the extent to which teachers are being educated, trained, and otherwise prepared to function in online settings. Over the past decade, the need for teacher education programs and current K–12 online schools to work together to prepare teachers has become increasingly clear. Effective online teaching techniques must be defined, empirically proven, and then efficiently implemented by both future and current K–12 online teachers to ensure quality online educational experiences and outcomes for students.
As schools were ordered to close due to the COVID-19 pandemic, K-12 teachers were given little ti... more As schools were ordered to close due to the COVID-19 pandemic, K-12 teachers were given little time to prepare and make the transition to a remote environment. STEM teachers have the added challenge of converting lab-based activities into a virtual format. To determine how K-12 teachers can best be supported to provide distance lab-based experiences, an instructional module on adapting engineering lessons for remote delivery was incorporated into a research experience for teachers. Results revealed that teachers are concerned about the continued disruption and eager to learn techniques and best practices for teaching STEM online.
2021 IEEE Frontiers in Education Conference (FIE), 2021
Machine learning and Artificial Intelligence (AI) are national priority areas for research, educa... more Machine learning and Artificial Intelligence (AI) are national priority areas for research, education and workforce development. This work in progress paper describes a Research Experiences for Teachers program in sensors and machine learning launched in the summer of 2020. Motivated by national AI workforce needs, we designed a program that engaged high school teachers from STEM fields in machine learning research. In 2020, the program focused on AI algorithms for solar energy systems. Because of the COVID-19 conditions, the research experience was virtual and ran with a smaller teacher group than originally planned. The program included development of training content, algorithm and software training, research in solar energy monitoring, development of research reports and lesson plans, research presentations, and assessment. The assessment of the program included surveys, interviews, presentation observations, and follow-up in high school content delivery.
His research interests include engineering student mentorship and leadership development, enginee... more His research interests include engineering student mentorship and leadership development, engineering research center education and diversity impact evaluation, and engineering graduate student attrition. Zhen earned a B.S. in Computer Science and an M.S. in Software Engineering, both from Xi'an Jiaotong University in China. He also received an M.S.E in Industrial Engineering from Arizona State University. Zhen also has over five years of collegiate teaching experience. Zhen is passionate and dedicated to better preparing the future engineering workforce.
This paper describes our interdisciplinary collaboration to design an introductory educational mo... more This paper describes our interdisciplinary collaboration to design an introductory educational module in the domain of biogeotechnical engineering. We detail various elements of the collaboration as the engineering and education members developed the instructional material and assessments. In addition, we report the preliminary results of a small group pilot as we presented the module in one freshman civil engineering class. Overall, the student feedback was positive suggesting the importance of contextualization for effective delivery and engagement.
Through 3.8 billion years of trial and error (sometimes referred to as evolution), nature has dev... more Through 3.8 billion years of trial and error (sometimes referred to as evolution), nature has developed many elegant, efficient, and sustainable biologically based solutions to some of the challenges that vex geotechnical infrastructure systems today. Examples include ant excavation processes that are 1,000 times more energy efficient than man-made tunneling machines, carbonate-cemented sand that is exceptionally resistant to erosion and earthquakes, and self-sensing and selfhealing tree root structures that are 10 times more efficient than any mechanical soil reinforcing system developed by humans.
has a Ph.D. in Educational Technology, postgraduate training in Computer Systems Engineering, and... more has a Ph.D. in Educational Technology, postgraduate training in Computer Systems Engineering, and many years of experience teaching and developing curriculum in various learning environments. She has taught technology integration and teacher training to undergraduate and graduate students at Arizona State University, students at the K-12 level locally and abroad, and various workshops and modules in business and industry. Dr. Larson is experienced in the application of instructional design, delivery, evaluation, and specializes in eLearning technologies for training and development. Her research interests focus on efficient and effective online learning, and how instructors are prepared to teach in digital environments. She coordinates outreach events for the Center for Bio-mediated and Bio-inspired Geotechnics (CBBG) with local school districts and organizations, various centers on the ASU campus, and summer programs for teachers, high school students and undergraduates. She also develops CBBG curriculum for learners at the K-12, college, and professional development levels.
The purpose of this study was threefold: (1) to examine the needs of K-12 online teachers, includ... more The purpose of this study was threefold: (1) to examine the needs of K-12 online teachers, including the dominant factors and career paths that influenced their decision to teach online; (2) to discover what online teachers viewed as the most important attributes an online teacher must have to be highly effective; and (3) to highlight the nature of the preparation/training K-12 online teachers received and found to be most helpful in fulfilling their positions. A web-based survey, including questions in both open and closed form, was used to gather data from 325 participants. Based on the findings, teachers working with K-12 students online are self-motivated, place a high value on learning and education , and enjoy the challenge and process of using technology for teaching. However, only a limited number of teacher preparation programs address any aspect of the methods and techniques required for teaching online, and even fewer offer online field placement opportunities for pre-ser...
This Mentor Guide helps help prepare graduate students and postdocs who are new to mentoring. Re... more This Mentor Guide helps help prepare graduate students and postdocs who are new to mentoring. Research indicates that (1) mentoring is generally considered beneficial for undergraduates entering research fields, (2) several factors are considered critical in the mentoring relationship, and (3) graduate students and postdocs are often positioned well to serve as mentors, but without training can produce inconsistent results (Ahn & Cox, 2016; Behar-Horenstein, Roberts, & Dix, 2010; Gershenfeld, 2014; Horowitz & Christopher, 2013; Kammeyer-Mueller & Judge, 2008; Pfund, et al., 2015; Raman, Geisinger, Kemis, & de la Mora, 2016). This mentor guide also helps prepare mentees so that they and their mentors are on the same page regarding the mentoring relationship.
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