Anoop Grewal
Associate Teaching Professor
Augmented Reality Project
“Innovation breathes life into education”
Anoop pioneers innovative teaching methods in FSE100: Introduction to Engineering. Introducing Augmented Reality (AR) technology into the curriculum, Grewal challenges students to become creators of technology rather than passive consumers. Guided by Grewal, students dive deep into the world of AR, crafting their own applications using Adobe Aero. The user-friendly interface and minimal coding requirements democratize AR development, making it accessible to all students.
“Shaping Visionaries with AR Projects”
Under Grewal’s mentorship, students embark on two AR development assignments, each challenging them to apply engineering principles creatively. From crafting virtual race cars to maneuvering drones, students push the boundaries of AR technology. Grewal’s dedication to infusing emerging technologies into the curriculum reflects his commitment to fostering innovative mindsets among future engineers. Through hands-on experiences with AR, students gain practical insights and critical thinking skills, laying the foundation for their future endeavors in engineering.
Carla Van De Sande
Associate Professor, School of Mathematical and Statistical Sciences
Keep in School Shape (KiSS)
“This is my way of showing my students that
I care about them, even on academic breaks.”
“Remember, we studied this before…?”
Carla van de Sande, associate professor of mathematics education at ASU, had gotten used to receiving blank stares from her students in response to this question at the beginning of each new semester. van de Sande noticed that whenever her students returned from extended academic breaks, there was always a refresher period. This time would be necessary for them to get back up to speed on critical concepts that they had mastered the previous semester. “As much as we’d like to think that students remember everything we’ve taught them, they don’t…especially over long breaks from school.”
“Math builds on itself.”
In Calculus particularly, the concepts tend to build on each other- a Calculus 2 problem often begins with the solution to a Calculus 1 problem. To help her student’s keep their skills sharp during vacation and put an end to those new-semester blank stares, van de Sande devised a clever solution: she began sending her students daily problems to solve over academic breaks. In addition to helping her students stay mentally fresh, the responses she receives to the daily problems help van de Sande understand the concepts that aren’t being clearly understood by the students in Calculus 1, so that she can emphasize them more heavily in lectures and assignments in future semesters.
Carla Van De Sande
Associate Professor, School of Mathematical and Statistical Sciences
Keep in School Shape (KiSS)
“This is my way of showing my students that
I care about them, even on academic breaks.”
“Remember, we studied this before?”
Carla van de Sande, associate professor of mathematics education at ASU, had gotten used to receiving blank stares from her students in response to this question at the beginning of each new semester. van de Sande noticed that whenever her students returned from extended academic breaks, there was always a refresher period. This time would be necessary for them to get back up to speed on critical concepts that they had mastered the previous semester. “As much as we’d like to think that students remember everything we’ve taught them, they don’t…especially over long breaks from school.”
“Math builds on itself.”
In Calculus particularly, the concepts tend to build on each other- a Calculus 2 problem often begins with the solution to a Calculus 1 problem. To help her student’s keep their skills sharp during vacation and put an end to those new-semester blank stares, van de Sande devised a clever solution: she began sending her students daily problems to solve over academic breaks. In addition to helping her students stay mentally fresh, the responses she receives to the daily problems help van de Sande understand the concepts that aren’t being clearly understood by the students in Calculus 1, so that she can emphasize them more heavily in lectures and assignments in future semesters.