Dr. Jing Pang's Presentation: Video for the PALO Culminating Event Fall 2023:

EEE64: Introduction to Logic Design

Enhancing Diversity in Learning, Active Learning, Online Learning

Reflection on Instructional Change:

In order to promote active learning online, I organized students into study groups for online discussion. Students were allowed to change their study groups. First, I encouraged students to give a brief introduction to themselves at the beginning of the semester. After I randomly grouped students, I asked them to send me an email if they wanted to change their study groups. I did adjust the student groups based on the student requests. Next, I posted the discussion topics online for students to discuss in groups. Students were given deadlines to complete their discussion work. Later, I posted response to provide feedback for student discussion. In addition, I also gave a review of the discussion topics to students.

I used to teach face-to-face and was hesitant about online teaching. However, after COVID-19, I was forced to teach online and I started to realize the advantages of online teaching. After COVID-19, I started to explore good strategies for online learning, and I was glad to have the opportunity to attend this Faculty Learning Community to promote active learning online. Students worked in groups to participate in discussion topics, and I gave them feedback to support student learning.

ACUE learning activities are generally very helpful and faculty can adapt different techniques for different classes. I have applied the online asynchronous discussion forum technique in my EEE64 class. I think it is beneficial for students to have a friendly learning environment to support active learning.

My colleagues from the CTL "Observe and Analyze" synchronous Zoom session suggested that I use the Canvas group feature to allow students to automatically create groups themselves to reduce my work time. I told them that since I needed to calculate and upload all students' final course grades, I would need all students' names and contact information anyway..

I participated in my own "Observe and Analyze Session" with my colleagues. One "take away" about my teaching and learning that I got from this session is that online discussion is useful for active learning.

Evidence of Instructional Change
Screen shot of a brief student self introduction:	Screen shot of collaborative student work document for the discussion topic:	Example of my ACUE accomplishment badge:

I include here my submitted document to one of the "Practice and Reflect" Assignments that was reviewed by my ACUE reviewer.

Practice and Reflect on: Embracing Diversity In My Class

Course Syllabus and Schedule

Pre-FLC Syllabus and Schedule

Post-FLC Course Syllabus and Schedule

Faculty Bio
	Professor Pang received her Ph.D. degree in electrical engineering from Ohio University in 2003. In 2003, she became an Assistant Professor in the Department of Electrical and Electronic Engineering (EEE) at California State University, Sacramento (CSUS). She is currently an EEE professor at CSUS.

Work supported by:
	Academic Affairs GI 2025 STEM4Equity: P031C210012 Department of Education STEMZone: 1832335 National Science Foundation *Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation or the US Department of Education.