Collection

2016 Rocky Mountain Section Conference

Authors

Dina Battaglia; Krishna Sampigethaya; Akhan Almagambetov; Mehran Andalibi; Tyrone Groh; Kaela Martin; Matt Pavlina; Sam Siewert; Anne Boettcher

electrical engineering program investigated the impact of research, whenintroduced across both class and lab sections of the same course. Students in a freshman-leveldigital circuits design class, which was historically biased to electrical and computer engineering(EE/CE) majors, served as study participants. Since over 85% of the students enrolled in thecourse were aerospace and mechanical engineers (AE/ME), we wanted to observe whether thestudents connected disparate EE/CE laboratory topics to real-world AE/ME applications(problem-based learning) after writing a substantial research paper on a topic of their choosing,within the broad category of aircraft control systems and design. Table I – Average of the Responses to the Extra Questionnaire

Collection

2016 Rocky Mountain Section Conference

Authors

Hugh Smith

solve a problem as required in networkprogramming. The methodology we present includes a process for breaking down the problem,developing state diagrams and then implementing state machines in C. This methodologyconsists of a number of modules that walk the students through this process. Our observationsare that this approach has improved the completion rate and quality of the student programmingassignment. We present the results of a student survey that indicates that this process is veryhelpful in implementing their final programming solution.KeywordsComputer Networks, State Machines, Socket ProgrammingIntroductionThis paper addresses an issue experienced with teaching students to write client-server basedcomputer networking programs. While

Collection

2016 Rocky Mountain Section Conference

Authors

Jason C. Ganley

prepare and deliver a twenty minutepresentation describing their laboratory planning, experience, and results on the day followingthe laboratory work day. Students are expected to participate equally in oral report delivery, bothin presentation of the team’s work and in answering questions from the audience (one or moreinstructors and at least one other student team). Draft written reports are submitted five calendardays, including a weekend, after the experiment is completed. The draft versions of the writtenreports are reviewed by both the experimental supervisor and a technical communicationspecialist. Draft review meetings with individual student teams provide feedback and suggestedcorrections to writing quality and technical content before a