Conference Session

Computer Science Applications

Collection

2011 ASEE Annual Conference & Exposition

Authors

Dan Li, Northern Arizona University

Tagged Divisions

Computers in Education

objectives. Section 3describes the practice-oriented methodologies in details focusing on several selectedsample projects. Section 4 presents student assessment methodology, the assessmentfindings, and selected course evaluations. Finally, concluding remarks along withdirections for future improvements are presented in Section 5.2. Course Outcome and ObjectivesData mining is an elective Computer Science course taken by juniors and seniors inComputer Science at Northern Arizona University (NAU). The overall course outcome isoutlined in the syllabus as “Successful completion of this course will provide a studentwith the necessary skills to design basic data mining algorithms to solve a variety of real-world applications.” In Fall 2010, we offered this

Conference Session

Faculty Tools

Collection

2011 ASEE Annual Conference & Exposition

Authors

Carolyn Kusbit Dunn, East Carolina University; David L. Batts, East Carolina University; Sandra Lee Friend, East Carolina University

Tagged Divisions

Computers in Education

thepapers growing longer and increasingly more complicated as the semester progresses. As aresult, grading of the students work takes a considerable amount of the instructor’s time. TheLearner Manager for the project was the instructor of record for this course and was responsiblefor all of the content including: announcements, the syllabus, assignments, grading rubrics,exams, lectures and discussion prompts. The course was delivered online. All the lectures were created using Camtasia which is ascreen recording software providing visuals of Power Point slides and the lecturer’s face andaudio recording of the lecture. This allowed the Learner Manager to deliver all of the courselectures across the multiple sections. Word versions of the

Conference Session

Faculty Tools

Collection

2011 ASEE Annual Conference & Exposition

Authors

Walter W. Schilling, Milwaukee School of Engineering

Tagged Divisions

Computers in Education

“effectively” published throughout the course Course syllabus Example problemsConfidential data provides the one area of concern with the usage of a cloud computing platform.The concerns purely rest with the manner in which the cloud contract is structured. In the eventthat an institution routinely uses contracted services and discloses this in their FERPA filing,then the usage of a cloud based service is acceptable.However, the lack of contracted services by a university does not completely preclude the usageof a cloud based system for data storage. For example, a grade book is only a concern if itcontains personally identifiable information. If a professor uses an

Conference Session

Pedagogical Issues in Computing

Collection

2011 ASEE Annual Conference & Exposition

Authors

Perry Samson, University of Michigan

Tagged Divisions

Computers in Education

, 2007.20 Fried, C.," In-class laptop use and its effects on student learning", Computers & Education Vol. 50, No. 3, 2008, pp. 906-914.21 Kladko, B., "Wireless Classrooms: Tool or Distraction?", The Record, Bergen County, NJ, 2005.22 McWilliams, G., "The laptop backlash", The W allstreet Journal, New York, NY, 2005, pp. B1.23 Anderson, R.," Beyond PowerPoint: Building a New Classroom Presenter", Syllabus Magazine, 2004.24 Anderson, R., R. Anderson, L. McDowell, and B. Simon, "Use of Classroom Presenter in Engineering Courses", 35th A SEE/IEEE Frontiers in Education Conference, Indianapolis, IN: IEEE, 2005.25 Driver, M.," Exploring student perceptions of group interaction and class satisfaction in the web-enhanced

Conference Session

Hardware Applications

Collection

2011 ASEE Annual Conference & Exposition

Authors

Alisa N. Gilmore, University of Nebraska, Lincoln; Jose M. Santos, University of Nebraska, Lincoln; Aaron Joseph Mills, Iowa State University

Tagged Divisions

Computers in Education

course survey was very positive. Over 78% of thestudents in the course agreed or strongly agreed that the API was a means for learning conceptson the syllabus, 71% felt it provided a source of motivation or increased their interest level in theclass, and, for 71%, the API provided a sense of personal engagement on the assignments. TheAPI was also introduced into the introductory CEEN 1030 course taught by Roger Sash. In thiscourse, all CEEN students build a CEENBoT™ and take it with them for applications in follow-on courses. The CEENBoT™ API exposed these students to embedded system concepts andbasic C programming as students in this class had never taken a programming course, or wereconcurrently taking their first programming course in Java