Recently, Virtual Reality (VR) is an emerging technology that has shown great promise in enhancing student learning in higher education. VR provides a vivid, immersive, and interactive environment. However, the current challenges in VR development stem from the labor-intensive process of modeling virtual worlds using game engines. These methods are usually costly and time-consuming, limiting their accessibility for educators from communities with limited resources. In this presentation, we introduced an innovative attempt, called interactive 360° Virtual Reality (i360°VR), for student learning. Unlike traditional game-engine-based VRs, our approach is grounded in real-world authentic filming integrated with interactive hotspots, making the development effort much more affordable. We implemented the i360°VR methodology in the context of creating a VR story to promote coastal erosion education. Preliminary assessment results from undergraduate student participants will be shared during the presentation.

The CSU, Chico Office of Faculty Development, in collaboration with participants in the CSU-wide ISSUES-X series is sponsoring a short workshop series to help STEM faculty support students by using evidence-based practices in today’s classroom. In this series, faculty work with workshop leaders and with each other to consider ways to integrate diversity, equity, and inclusion (DEI) strategies into their courses. Workshops are not guiding specific topics faculty teach, but explore ways to embed inclusive educational practices into the structure and design of our STEM courses to increase student success. STEM faculty participants from all ranks (lecturers, tenure track, and tenured) are involved in this series, which is led by STEM faculty from the College of Agriculture and departments of Biological Sciences and Earth & Environmental Sciences. By the end of this fall 2023 series, participants will have explored the need for, and ways to incorporate evidence-based practices (including DEI) in their STEM courses. Faculty will also design a plan of action for implementing practices they choose to embed in their spring 2024 courses. Evaluation of the series includes participant surveys at the end of the fall semester and again after implementation in spring 2024.

STEM instructors occasionally share diverse strategies, toolkits and advice for improved learning with their students. However, after several years in their fields, it may be challenging for experts to communicate the effective use of learning and problem-solving skills on a purely theoretical level. Thus, a classical "do as I say" approach may be hindered by differences in a greater ability of disciplinary experts to contextualize and conceptualize information. We hypothesize that students might be able to more effectively incorporate new learning strategies if these are explicitly demonstrated by their instructor in a range of contexts, including novice learning. To test our hypothesis, we designed an intervention by which the instructor actively demonstrates the use of diverse tools and strategies (a.k.a. "geek tips") to learn new content, within and without their area of expertise. Explicit demonstrations by the instructor (i.e., a "do as I do" approach) are followed by opportunities for students to practice new skills and receive instructor's feedback. Here we present preliminary data from pre-/post-surveys designed to probe changes in student behaviors and attitudes related to studying, problem-solving, self-assessment, metacognition and self-regulation, as well as preliminary performance assessment from Engineering, Mathematics and Biology courses during the Fall 2023 semester.

This research delves into the integration of ChatGPT, an advanced language model, into student learning experiences in civil and environmental engineering coursework. The study focuses on two distinct assignments designed to assess the utility and limitations of artificial intelligence (AI) assistance in fostering effective project development and written communication skills. In the first assignment, students collaborate in groups to formulate an Environmental Impact Assessment (EIA) proposal for a local offshore wind project. Leveraging ChatGPT, they generate and compare ideas, seeking AI assistance in drafting the proposal. Through this exercise, the research aims to evaluate the extent to which AI augments student creativity and the potential challenges associated with integrating AI-generated content into environmental assessments. The second assignment entails collaborative abstract writing for potential coursework projects, design projects, or theses in civil and environmental engineering. Student groups utilize ChatGPT to craft a concise project abstract, emphasizing key elements such as objectives, scope, methodology, and expected outcomes. The subsequent group discussions and iterative enhancement process seek to uncover the strengths and weaknesses of AI-generated content, examining clarity, focus, and the ability to effectively communicate project essence. As the students engage in these assignments, the research evaluates the pedagogical value of ChatGPT in enhancing project ideation, communication, and collaborative editing skills. Through surveys and analysis of submitted materials, the study sheds light on the dynamics of AI-assisted learning environments and provides insights into the evolving role of AI in engineering education.