Steven Ayer
Assistant Professor, SSEBE
Del E. Webb School of Construction
“AR and VR redefine engineering education,
shaping safety-conscious engineers.”
Under Steven Ayer’s leadership, augmented and virtual reality converge to revolutionize engineering education, offering students accessible, multidimensional, and cost-efficient learning experiences. Recognizing the transformative potential of AR and VR, Ayer pioneers simulations to enhance construction visualization and safety training for aspiring engineers. Utilizing AR technology and building information modeling (BIM), Ayer introduces students to immersive virtual structures that deepen comprehension and expedite the construction process. These simulations reduce errors by 75%, showcasing the transformative impact of mixed reality technology in engineering education.
“Empowering Safety with Immersive Training”
Ayer extends his innovation into construction safety training, leveraging VR and haptic technology to redefine safety education. Collaborating with students, Ayer develops immersive simulations that simulate real-world construction sites, offering hands-on experience and proactive learning. In Ayer’s simulations, students not only grasp safety protocols but feel their consequences through haptic feedback. By blending technology and pedagogical insight, Ayer creates a dynamic learning environment that cultivates a safety-conscious mindset among future construction professionals.
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.