AC 2011-774: ACTIVE LEARNING EXERCISES IN COMPUTER ORGA-NIZATION AND ARCHITECTUREJeffrey A. Jalkio, University of Saint Thomas Jeff Jalkio received his Ph.D in Electrical Engineering from the University of Minnesota and worked for thirteen years in industry in the fields of optical sensor design and process control. In 1984, he co- founded CyberOptics Corporation, where he led engineering efforts as Vice President of Research. In 1997 he returned to academia, joining the engineering faculty of the University of St. Thomas where he teaches courses in digital electronics, computing, electromagnetic fields, controls, and design.Dan R Schupp Dan Schupp is finishing his bachelors in Electrical Engineering and Physics at
Session 1526 Application of Active Learning Techniques to Computer-Based Instruction of Introductory Thermodynamics1 Edward E. Anderson2, M.P. Sharma3, and Roman Taraban4 2 Department of Mechanical Engineering Texas Tech University Lubbock, TX 79409-1021 ed.anderson@ttu.edu 3 Department of
Active Learning in Computer-Aided Engineering Courses (WIP) Tammy Yut-Ling Chan, Gustavo Borel Menezes Mechanical Engineering Department/Civil Engineering Department California State University, Los Angeles (CSULA)AbstractThe field of numerical methods in engineering is broad with many established concepts, yet isstill an area of active research. With the short 10 weeks in the quarter to teach this material toundergraduate students, the instructor is faced with issues such as the number of topics, depth ofcoverage, and how to effectively teach this large amount of material. Herein, the instructors usedactive learning and project-based
Collaborative Learning in Virtual Computer Laboratory Exercises Ryan Richards, Abdullah Konak, Michael R. Bartolacci, and Mahdi Nasereddin Penn State Berks Abstract Information security is becoming an important concern for many organizations. However, it is difficult to provide adequate amounts of hands-on learning opportunities for information security students due to campus information security policies, the high cost of specialized computer laboratories, and a lack of beneficial laboratory activities that satisfy students’ educational needs. At Penn State University-Berks, we developed a collaborative virtual
2019 FYEE Conference : Penn State University , Pennsylvania Jul 28 Work in Progress: An Introduction to Computer Vision for First-Year Electrical and Computer Engineering Students Daniel T. Klawson, Nathaniel A. Ferlic, and Cheng Peng Department of Electrical and Computer Engineering, University of Maryland, College Park Abstract-- This work-in-progress paper will detail one of of machine learning, artificial intelligence, image processing,ENEE101’s newest modules, computer vision. ENEE101 is the and self-driving cars.introductory course to electrical and computer engineering (ECE)at the University of Maryland (UMD) [1] [2]. This
. Page 22.1157.1 c American Society for Engineering Education, 2011 Phenomenography as a Tool for Investigating Understanding of Computing ConceptsAbstractComputing has become a foundational subject across the engineering disciplines and offerssignificant opportunities both in practice and from an educational perspective. Maximizing thispotential requires deep understanding of how students learn and apply computing concepts.There has been a great deal of work exploring understanding in computing education, focusedprimarily on what constitutes knowledge in computing and the processes engaged to utilize thisknowledge in solving computing problems. There is also a sizable body of work
. Page 15.302.21.0 IntroductionThe engineering workplace has been impacted by rapidly developing computational technologiesthat are radically reshaping the nature of the workplace.1 This and other immense changes inglobal political and economic dynamics means the 21st century engineer will look very differentthan their 20th century counterparts.2 While these changes can be seen as a real threat to theengineering job market, engineers who have learned how to harness computational capabilitiesfor advanced analysis and problem-solving will continue to be in great demand for decades tocome. However, while broad, general skills such as computational capabilities are recognized ascrucial to future careers, there is a dearth of understanding as to how
changes in those courses can impact student learning and retention. American c Society for Engineering Education, 2021 Advancing computational knowledge and skill through computing projects in sophomore-level mechanics coursesAbstractThe desire to graduate students with more advanced computational knowledge has become a hot topic incurriculum design. One route to do that is through integration of computing in the foundational mechanicscourses (statics, dynamics, and solid mechanics). The implementation of computing projects in thesesophomore-level courses has resulted in computing becoming an integral part of those courses at
important software engineering concepts, suchas iterative and incremental development (IID) 9, with programming. As Reichlmayr 10 explains,at the Rochester Institute of Technology, IID is taught to sophomore computer science and ECEstudents, who have already learned programming. The approach proposed here has been usedsuccessfully, as evidenced by student, peer, and self assessments, to teach a large and diversegroup of Civil, Chemical, Electrical & Computer, and Mechanical Engineering students.2. Procedural C++ with RobotsAlthough once taught by the current Dean of Engineering, ENCMP 100 lecture sections weretaught exclusively by 2 Faculty Service Officers (FSOs) in the years preceding the 2008–9academic year. According to the University, FSOs
Session 1253 Teaching Computer Programming Effectively Using Active Learning Byron S. Gottfried University of Pittsburgh SummaryOver the past three years, we have learned how to provide effective instruction in computerprogramming within an active-learning environment. The use of active-learning does not initself assure success in this area. However, we have found that we can provide effectiveinstruction by utilizing a series of “mini-lectures” based upon carefully prepared examples
AC 2008-2738: CHARACTERIZING COMPUTATIONAL ADAPTIVE EXPERTISEAnn McKenna, Northwestern University Ann McKenna is the Director of Education Improvement in the Robert R. McCormick School of Engineering and Applied Science at Northwestern University. She holds a joint appointment as Assistant Professor in the School of Education and Social Policy and Research Assistant Professor in the Department of Mechanical Engineering. She also serves as Co-Director of the Northwestern Center for Engineering Education Research (NCEER). Dr. McKenna’s research focuses on the role of adaptive expertise in engineering education, design teaching and learning, and teaching approaches of engineering faculty. Dr. McKenna
Session 2548 Distance Computer Architecture Laboratory Saeid Moslehpour, Patrick Keene, Thomas Eppes and Peter Schuyler University of HartfordAbstractWorking in a laboratory environment is vital for students to master the technological concepts inscience and engineering. Besides re-enforcing what is covered in lecture, lab time allowsstudents to engage in experience-based learning. The educational community largely uses onsiteexperimentation for electronics/computer engineering laboratory experiments. How can we offerdistance laboratory activities in computer engineering technology? The objective
base needs, general programming languages, and communication needs.Engineering has special computational needs that were not provided by a single computerlaboratory facility.Previously, the Chemical and Industrial Engineering Departments provided limited computersupport for undergraduate students by purchasing personal computers and installing specialpurpose software. The ratio of students to computers was 16/1. In many instances, single userlicenses applied and limited computers were used for a specific type of design or analysis task.These computers were not networked to provide an environment where students learn how theymay integrate their design and analysis activities in order to perform concurrent engineering for afacility or process
AC 2008-740: COMPUTING ACROSS CURRICULAAmy Craig, North Carolina State University Amy E. Craig is the Coordinator of Student-Owned Computing in the College of Engineering and a doctoral student in the Department of Industrial and Systems Engineering at NC State University. She regularly teaches the Introduction to Engineering and Problem Solving course in the First Year Engineering Program. Her research interests include faculty development and teaching and learning in the engineering disciplines. She received her MIE and BSIE degrees from NC State University. Prior to her return to NC State, she worked as a Cost Engineer in the Personal Computing Division of IBM.Lisa Bullard, North Carolina
worked for Ronin Entertain- ment as Graphics Software Engineer known for Star Wars: Force Commander and Bruce Lee Quest of the Dragon. He is the author of Unreal Game Development, a popular book used for teaching game de- velopment skills for high school students. He has given numerous talks on using games in the class room for enhancing math and science learning. He is currently researching on how to improve learning of math word problems using games. Page 23.889.1 c American Society for Engineering Education, 2013 Creating and Validating a Computing Self-Efficacy
Session 1526 Computer Assisted Mathematics Instruction William Feldman, Wayne Mackey Department of Mathematics University of Arkansas Fayetteville, AR 72701 Abstract: Aspects of a computer assisted model of instruction for lower level mathematics courses including college algebra, trigonometry and finite mathematics will be presented. The overall philosophy of this approach is that students learn best by working problems for themselves. The system enables students to have instant feedback on their
Distinguished Member status (2019); the CRA A. Nico Habermann award (2018); and the Richard A. Tapia Achievement Award (2017). He is originally from San Juan, Puerto Rico.Dr. Debarati Basu, Embry Riddle Aeronautical University Dr. Debarati Basu is an Assistant Professor in the Engineering Fundamentals Department in the College of Engineering at the Embry-Riddle Aeronautical University at the Daytona Beach campus. She earned her Ph.D. in Engineering Education from Virginia Tech (VT). She received her bachelor’s and masters in Computer Science and Engineering. Her research is at the intersection of Engineering Education (EE) and Computing Education Research (CER) to advance personalized learning, specifically within the
. TABLE I S AMPLE LEARNING OBJECTIVES FOR THE REQUIREMENTS OF SECURE DESIGN Authentication (Confidentiality, integrity, and availability)Remember Describe authentication as the process of identifying principles so they can be subject to subsequent access controlsUnderstand Give examples of knowledge, possession, and inherence factors used of authenticationApply Implement a computer program that makes use of authenticationAnalyze Contrast the advantages of different authentication factors when used for local and network authenticationEvaluate Explain why so many computer programs fail to properly authenticate the principle upon whose behalf they runCreate
COMPUTATIO AL METHODS FOR MET Prof. Ti Lin, Liu txlime@rit.edu Rochester Institute of Technology Department of Manufacturing & Mechanical Engineering Technology/Packaging Science Abstract: A one-credit, two-contact hours “Computational Methods” course was developed for mechanical engineering technology sophomore student at Rochester Institute of Technology. The purpose of this course provides a fundamental introduction to computing methods, modeling and simulation for producing the quantitative information in their design and analysis. The major topics include
2006-116: COMPUTER-BASED INSTRUMENTATION PROJECTSBiswajit Ray, Bloomsburg UniversityBrian Perry, Bloomsburg UniversityMichael Williams, Bloomsburg UniversityScott Eckert, Bloomsburg University Page 11.341.1© American Society for Engineering Education, 20062006-116: Computer-Based Instrumentation ProjectsMichael Williams, Scott Eckert, and Brian Perry Mike, Scott, and Brian are undergraduate students at the Bloomsburg University of Pennsylvania. They look forward to completing their B.S.E.T. degree in Electronics Engineering Technology by December 2007.Biswajit Ray Dr. Ray is an Associate Professor of Electronics Engineering Technology (EET) at the Bloomsburg
Quantum Brain-Computer Interface Farbod Khoshnoud Electromechanical Engineering Technology Department, College of Engineering, California State Polytechnic University, Pomona, CA Center for Autonomous Systems and Technologies, Department of Aerospace Engineering, California Institute of Technology, Pasadena, CA Department of Mechanical Engineering, University of California, Riverside, CA, USA Marco B. Quadrelli Mobility and Robotic Systems Section, Jet Propulsion Laboratory, California Institute of Technology, Pasadena, CA, 91109-8099, USA
Proceedingsschematics showing each chip and wire used in VISICOMP. A series of three lab exercises gives the studentpractice running the computer in all three operating modes. ResultsAt the end of the course, we solicited for feedback and in general the results were very favorable. Thestudents were intimidated by VISICOMP at first. Having to learn assembly language programming at thesame time as trying to sort out the details of VISICOMP was tough for many. But being able to view thecontents of each register and all the control signals simultaneously made understanding how a computer worksa simple matter of interpreting the registers contents and comparing it to what was expected. Moreover, afterlearning to
Paper ID #38051Towards a Personalized Learning Approach toBroadenParticipation in Computer Science and PromoteComputational ThinkingEmmanuel Johnson (Postdoctoral Research Associate) Post Doctoral Research Associate USC Information Sciences InstituteTeresa M Ober (Assistant Research Professor)Philip GonsalvesMayank KakodkarJanice Zdankus (Vice President, Office of CTO) © American Society for Engineering Education, 2022 Powered by www.slayte.com Towards a Personalized Learning Approach to Broaden Participation in Computer Science and Promote Computational
Paper ID #32737Building Computational, Social, Emotional Learning Skills intoUndergraduate Computing Education Through Student-led Coding CampsDr. Gloria Washington, Howard University Gloria Washington is an Assistant Professor at Howard University in Computer Science. At Howard, she runs the Affective Biometrics Lab and performs research on affective computing, computer science edu- cation, and biometrics. The mission of ABL is to improve the everyday lives of underrepresented and/or underserved humans through the creation of technologies that utilize human physiological and behavioral characteristics for identity
AC 2009-1169: USING SYMBOLIC COMPUTATION, VISUALIZATION, ANDCOMPUTER-SIMULATION TOOLS TO ENHANCE TEACHING AND LEARNINGOF ENGINEERING ELECTROMAGNETICSRadian Belu, Drexel UniversityAlexandru Belu, Case Western Reserve University Page 14.1333.1© American Society for Engineering Education, 2009 Using Symbolic Computation, Visualization and Computer Simulation Tools to Enhance Teaching and Learning of Engineering ElectromagneticsAbstractIn this paper we will review various technologies and techniques in simulating anddeepening understanding of abstract and highly mathematical subjects such aselectromagnetics. Specifically the paper describes some of
Paper ID #27559Programming Without Computer: Revisiting a Traditional Method to Im-prove Students’ Learning Experience in Computer ProgrammingMr. S. Cyrus Rezvanifar, University of Akron S. Cyrus Rezvanifar is a Ph.D. student in Biomedical Engineering at The University of Akron. He has also served as a research assistant in Cleveland Clinic Akron General since 2016, where he conducts research on biomechanics of human knee joint and patellar instability. In 2016, he received a doctoral teaching fellowship from the College of Engineering at The University of Akron. Through this teaching program, he has served as an
inservice and preservice. How can teachers be expected to use CBI, CAI and teach computer skills if they do not know how to use computer. In fact, there are schools in the country who became aware of this problem and started training all their teachers on different computer skills. Also there are universities that started to teach specialized computer education courses and we may witness the establishment of specialized complete computer education programs at some of the countries universities and teacher training colleges. The third basic remark was that the time allotted for computer education activities was too short. The frequency of using the computers as support devices in teaching and learning different
Session 2532 Mobile Computing Software Development Esther V. V. Reed and Matt Mutka Department of Computer Science and Engineering 3115 Engineering Building Michigan State University East Lansing, MI 48824-1226AbstractMobile computing has gained momentum and grown rapidly in recent years. Portable computingdevices such as notebooks, palmtops, and handheld devices are readily available and arebecoming quite common. Some devices have an embedded, proprietary operating system (OS),while
pursuit of knowledge and learning. This paper introduces the concept of CloudBased Education for Computer Science (CBECS) and discusses how its framework can be achieved. Further, it shows how the platform can be generalized to use in various STEM areas. The authors argue that the potentials in using Cloud Computing for teaching Computer Science courses are extraordinary since CS has an intimate relationship with the cloud infrastructure. Thus, CBECS can greatly facilitate teaching complex underlying organizations of CS courses such as Operating Systems, Communication Networks, Cyberspace Security, WebBased Applications, Database, and High Performance Computing. While other STEM education can
University proposed a new approach forrecruiting Hispanic students into computing disciplines and careers through the HispanicComputer Brigade (HCB) initiative. By forming HCBs in two local high schools, we aimed toinspire and engage Hispanic students through IT service learning projects. The high schoolstudents began the program with a summer camp, continued to learn and engage computingthroughout the year with community service learning, and will end with a local competitionwhere students will showcase their computing projects with high school faculty, SJSU faculty,parents/guardians, and the community. Students are learning computer and programming skillsand processes in weekly meetings with the help of advisors and mentors.To support the Hispanic