MONDAY, DECEMBER 11 | SERVING TEXAS A&M SINCE 1893 | © 2017 STUDENT MEDIA
2017 FALL GRADUATION
An estimated 5,062 students will graduate from Texas A&M on Dec. 15 and 16.
LOOKING FORWARD TO THE FUTURE
Cassie Stricker — THE BATTALION
Thousands of Aggies will walk the stage this weekend at Reed Arena By Katherine Garcia @katiegarcia2018
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ith diplomas from Texas A&M in hand, many undergraduate students have begun to anticipate leaving the college atmosphere and preparing for entry-level positions in their respective careers.
One of the 5,062 students graduating this weekend, communication senior Angela Witzkoske is the first person in her family to obtain a college degree. Witzkoske said her family members are excited to see her walk the stage on Friday. “They’ve been really supportive, really proud, and I think that’s what I’m most proud of — that I’ve made my family proud,” Witzkoske said. “I really hadn’t thought about it like that until now. It’s really awesome. I’m really, really excited.” An estimated 4,810 students from the uni-
versity’s main campus will be graduating this weekend over the course of four ceremonies out of 5,062 students graduating within the university system, at time of press. The first ceremony for graduate and undergraduate students will be held on Friday Dec. 15, at Reed Arena at 9 a.m. for the Department of Engineering. An estimated 1,222 students will be awarded at the largest ceremony of the semester. The Bush School of Government, agriculture and life sciences, geosciences, medicine, nursing, public health and science will hold
its ceremony on Friday at 2 p.m. An estimated 1,209 students will be awarded during this ceremony. The ceremony for architecture, liberal arts and veterinary medicine and biomedical sciences will be held at 7 p.m. on Friday. An estimated 1,185 students will be awarded during this ceremony. The final ceremony will be Saturday Dec. 16, at Reed Arena at 9 a.m. for the College of Education and Human Development and GRADUATION ON PG. 2
A&M professor aims to further VR in classrooms Instructors, students discuss the benefits and implementation of VR By Alexandr Sein @AlexandrSein
C. Morgan Engel — THE BATTALION
Freshman guard Chennedy Carter leads the team in scoring, averaging 18.5 points per game.
Chennedy Carter dominating her freshman season Numerous accolates have prepared the guard for collegiate level play By Ryan MacDonald @Ryan_MacDonald2 Despite being a freshman, Chennedy Carter is no stranger to the spotlight. After playing basketball throughout her early life, Carter was the star of her high school basketball team, playing on varsity at Timberview High School in Mansfield, Texas for three years. Her junior year, she averaged 18.0 points per game, 8.0 rebounds per game and led her team to the regional finals where they suffered their first loss of the season, finishing the season with a 30-1 record. Following, she had offers from across the country, however elected to verbally commit to Texas A&M. During her senior year, Carter led Timberview to the Class 5A state championship game, averaging 20.4 and 4.5 rebounds per game. After producing a strong performance in the first three quarters of the championship, she fouled out in the fourth quarter, and her team narrowly lost the game. Despite the loss, she learned invaluable lessons from the game. “I learned how I need to be more selective of the things I do on the court and to CARTER ON PG. 2
Virtual reality (VR) and augmented reality (AR) have been proposed as educational tools for some time, but Darren Hartl, aerospace engineering professor, and Michayal Mathew, a senior in aerospace engineering, have actually been implementing the technology in their departments. Working from the Multifunctional Material and Aerospace Structures Optimization (MAESTRO) Lab, Hartl and Mathew have pioneered VR as a viable tool for inspecting 3-D models imported from programs like Solidworks and Abaqus. According to Mathew, VR allows the user to walk around the object in question and to view it from new perspectives that a regular computer screen or lecture hall whiteboard doesn’t. “It’s hard to visualize the whole object on a whiteboard,” Mathew said. “You just can’t draw 3-D objects.” According to Mathew, that is the most distinct advantage of using VR as a learning tool — it allows an instructor to walk around an object, describing its properties from various angles as needed, as opposed to relying on limited 2-D drawings. Mathew said VR learning could also aid students who have to miss class and learn the material later. “The beauty of this is that whatever the professor has done is being recorded,” Mathew said. “Students will be able to replay that lesson over again like they were in the classroom the first time.” VR has also made an impact outside of A&M classrooms. Earlier this year, students at Granbury High School in Granbury, Texas competed in the F1 in Schools competition, an international STEM competition where teams of students model F1 cars in CAD software. The students used physical and computational testing to streamline their design, but to try to improve it further they looked to A&M for help. Nathan Tichenor, aerospace engineering assistant professor, worked with the students on improving the aerodynamic qualities of their car. “It was used as a way of interacting back to the high school students there in the classroom, providing our aerodynamics background and providing some ideas, some suggestions on how to optimize the design,” Tichenor said.
Alexandr Sein — THE BATTALION
Aerospace engineering senior Michayal Matthew demonstrates the software behind MAESTRO Lab’s VR simulations.
Tichenor said that as he walked around the students’ car in VR, he was able to draw in 3-D space how air would flow around it, showing the students how their design could be improved without ever having to travel to Granbury himself. “They were able to see what I was doing in real time, visually, and we were able to communicate via the audio,” Tichenor said. Tichenor said his experience shows how VR could be used to help instructors talk to their students remotely, and since that time, Mathew and Hartl have further advanced the technology.
In order to expose his students to VR, Hartl offered a VR presentation as an extra-credit option for his students in AERO405, a structural design course for seniors in the department. The students modeled the stresses on different objects in Abaqus, then presented these models in MAESTRO Lab’s VR environment — following their presentations, many of the students said they were impressed with how much more complete their understanding of the model was after walking around it in VR. VR LAB ON PG. 2