Conference Session

Computers in Education Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Stephen Andrew Wilkerson P.E., York College of Pennsylvania; Stephen Andrew Gadsden, University of Guelph; Andrew Lee, University of Guelph; Robert Nicholas Vandemark; Elyse Hill; Amy Domenique Gadsden, University of Alberta

Tagged Divisions

Computers in Education

/en/product/actuator/dynamixel/ax_series/dxl_ax_actuator.htm The Pincher robot arm is a 5 degree-of-freedom arm and an easy addition to the TurtlebotROS robot platform. The arm kit comes with everything needed to physically assemble andmount the arm as a stand-alone unit or as an addition to your Turtlebot platform. Shown inFigure 3 is one of our two robotic arms set up without the Turtlebot platform. Each of the servos in the chain needs to have an assigned unique id and this can beaccomplished using the Dyna-Manager software provided by Trossen robotics7. Due to the manypower software connection permutations available for the arm, this proved to be quite frustratingfor both the students and faculty. In the end we used method B

Conference Session

Technical Session 6: Modulus Topics Part 2

Collection

2019 ASEE Annual Conference & Exposition

Authors

Tim Foutz P.E., University of Georgia; ChanMin Kim, Penn State University; Tugba Boz, University of Georgia; Cory Gleasman, University of Georgia

Tagged Topics

Diversity

Tagged Divisions

Computers in Education

using a blended delivery with four 3-hour face-to-faceclass meetings and weekly online learning activities. It was generally believed that this approachaligned with the work demands of the participating teachers. This delivery structure providedapproximately 1800 minutes of instruction over a semester. The face-to-face class meetingswere held in the media center of the participating elementary school. The CALC course focuseson (a) what is argumentation, (b) how to implement argumentation, and (c) how to use collectiveargumentation to learn how to code within the context of mathematics and science contentlearning. The objectives of this CALC course are (a) enhance teacher knowledge ofargumentation and its application within the context of

Conference Session

Computer Simulation and Animation II

Collection

2008 Annual Conference & Exposition

Authors

Christiaan Gribble, Grove City College

Tagged Divisions

Computers in Education

transport of lightthroughout an environment.As a small comprehensive college, we hope to demonstrate that ray tracing is accessible toundergraduate students at a broad range of colleges and universities, both large and small. Wealso hope that our experiences are both insightful and useful to other instructors interested in Page 13.1019.11developing their own ray tracing courses.References[1] E. Catmull. A subdivision algorithm for computer display of curved surfaces. PhD dissertation, University of Utah, 1974.[2] T. Whitted. An improved illumination model for shaded display. Communications of the ACM, 23(6):343-349, 1980.[3] J. Cleary, B

Conference Session

Applications of Online Computing

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jess W. Everett, Rowan University; Kaitlin Engle Mallouk, Rowan University; Joseph Francis Stanzione III, Rowan University; Jenahvive K. Morgan, Rowan University

Tagged Divisions

Computers in Education

students each in Fall 2013. The course is interdisciplinary, with chemical,civil and environmental, electrical and computer, and mechanical engineering majors in each 2section. The course met twice a week during the 15 week semester: a 50 minute “lecture” and a160 minute laboratory session. The purpose of the course was three-fold: (a) help students makea good transition to college; (b) introduce students to engineering; and (c) prepare students forthe engineering curriculum by teaching them basic skills.The online portion of the course was implemented using PathFinder, an active website created atthe University using html, asp.net, c#, JavaScript, and pathML, a PathFinder specific markuplanguage

Conference Session

Computers in Education Division Technical Session 1: Topics Related to Engineering - Part 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Caeley Ashtyn Joy Gibbs, Queen's University

Tagged Divisions

Computers in Education

, 2016.[2] N. Rutten, W. R. van Joolingen, and J. T. van der Veen, “The learning effects of computer simulations in science education,” Computers & Education, vol. 58, no. 1, pp. 136–153, Jan. 2012, doi: 10.1016/j.compedu.2011.07.017.[3] Z. A. Syed et al., “Evaluation of Virtual Reality Based Learning Materials as a Supplement to the Undergraduate Mechanical Engineering Laboratory Experience,” p. 11.[4] A. Akbulut, C. Catal, and B. Yıldız, “On the effectiveness of virtual reality in the education of software engineering,” Computer Applications in Engineering Education, vol. 26, no. 4, pp. 918–927, 2018, doi: 10.1002/cae.21935[5] E. A.-L. Lee, K. W. Wong, and C. C. Fung, “Learning with Virtual Reality: Its

Conference Session

COED: EE Topics

Collection

2017 ASEE Annual Conference & Exposition

Authors

Krista M Hill, University of Hartford

Tagged Divisions

Computers in Education

0.4330s 0.3493s 1.0580s (0.25 sec) T2.a 1.128ms 2.834ms 3.331ms 3 NS.b = 100⋅10 T1.b 1.8064s 1.8057s 4.3431s (1.042 sec) T2.b 3.593ms 12.095ms 9.880ms NS.c = 1⋅10 6 T1.c 17.2594s 17.8232s 43.6896s (10.42 sec) T2.c 36.825ms 131.939ms 73.524msTable 2 compares the execution times of MATLAB as well as Octave to Torch. • The ratio of T1 execution times for MATLAB to Torch are close to unity, suggesting similar performance. • The ratio T1 values for Octave to Torch is approximately 2.4

Conference Session

CoED General Technical Session I

Collection

2012 ASEE Annual Conference & Exposition

Authors

James E. Lewis, University of Louisville; Jeffrey Lloyd Hieb, University of Louisville

Tagged Divisions

Computers in Education

” know more than their college facultyabout computers and information technology. 7 If this were true, then the adoption of Tablet PCsand the use of e-books, CLS, network licensed advanced engineering software and theuniversity’s wireless network should present little challenges for students. Students tend tobelieve this is true, and typically self-report a high level of computer literacy.However, Ohio State published results that only 9% of their incoming freshmen class of 2000passed a three-part proficiency test. 8 The three parts of this proficiency test cover (a) InternetTools, (b) Searching Skills, and (c) Research Techniques. This test also supports the fact thatstudents use today’s technologies, but they don’t always have the ability to

Conference Session

Computers in Education Poster Session

Collection

2006 Annual Conference & Exposition

Authors

Ece Yaprak, Wayne State University

Tagged Divisions

Computers in Education

”, Proceedings of the 2005 ASEE Annual Conference, June 2005.[5] Edmonson, C. P., Segalewitz, S., “A Blended On-line Engineering Technology Course Using Web Conferencing Technology”, Proceedings of the 2005 ASEE Annual Conference, June 2005.[6] Gavrin, A., et al, “Just-in-Time Teaching (JITT): Using the Web to Enhance Classroom Learning, Computers in Education Journal, 2003.[7] Lahidji, B., Tucker, W., “Faculty Load: On-line vs. Live Programs”, Proceedings of the 2005 ASEE Annual Conference, June 2003.[8] Bourne, J., H., D., Mayadas, F., “Online Engineering Education: Learning Anywhere, Anytime,” Journal of Engineering Education, Vol. 94, No. 1, 2005, pp. 131-146[9] JDH Technologies, http://www.jdhtech.com/[10] JDH Technologies White

Conference Session

Computer Education Management Tools II

Collection

2008 Annual Conference & Exposition

Authors

Dianne Raubenheimer, North Carolina State University; Rebecca Brent, Education Designs Inc.; Jeff Joines, North Carolina State University; Amy Craig, North Carolina State University

Tagged Divisions

Computers in Education

different and so thenumber of hours cannot be directly determined. The company has kept some records on thenumber of components and the assembly hours required which are given in the worksheet (“Part3”).Background:A simple model of the effect of one variable, say x, on another, say y, is a simple linear equation: y = mx + b.Here y is the dependent variable and x is the independent variable. The parameter “b” is theintercept on the y-axis and parameter “m” is the slope. Graphically, the relationship is: y - axis slope =m y-intercept = b x

Conference Session

Computers in Education Division Technical Session 1: Topics Related to Engineering - Part 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Burford J. Furman, San Jose State University; Salman Ahsan, San Jose State University; Eric Wertz, self/EduShields

Tagged Topics

Diversity

Tagged Divisions

Computers in Education

protocol (MrYsLab, n.d.) that allows a Python programrunning on a host computer to communicate with the Arduino over a USB virtual serial COMport. One reason to use Pymata is that its extensions to Firmata allowed us to have both rotaryencoder and servo motor functionality, which we needed, but which is not present in StandardFirmata. Doing so bought us time for evaluating an alternative microcontroller and also allowedus to continue to use the custom-designed Arduino shield that we had developed over theprevious eight years. Appendix B gives details of the custom shield (called the YouKnow board)used through the spring of 2019. We chose to use the open-source Anaconda distribution(https://www.anaconda.com/) of Python for our lab computers, and

Conference Session

Best of Computers in Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Matthew West, University of Illinois, Urbana-Champaign; Mariana Silva , University of Illinois at Urbana-Champaign; Geoffrey L. Herman, University of Illinois, Urbana-Champaign

Tagged Topics

Diversity

Tagged Divisions

Computers in Education

al. 2 investigates theinfluence of questions and answer order within the exam in student’s performance. Their findingsindicate that random arrangement of questions has little influence in student’s performance. Theyalso noticed the same trend when the answer order is shuffled randomly. However, asymmetricanswer-order distribution (uneven distribution of “A” answers, “B” answers, etc.) might result insubstantial discrimination among the students and compromise fairness (for example, theyobserved that students that receive a large number of “A” responses may have better performancethan students that receive a large number of “D” responses, since they were not introduced to theconfusion of the distractors).2. The randexam systemThe randexam

Conference Session

Tablets, Mobile and Technology

Collection

2013 ASEE Annual Conference & Exposition

Authors

Wanda Eugene, University of North Carolina - Charlotte; Shaundra Bryant Daily, Clemson University; Tiffany Barnes, NC State University; Richard Burns, West Chester University

Tagged Divisions

Computers in Education

/1464884911410017     2 Attia, A. M., Aziz, N., Friedman, B., and Elhusseiny, M. F. (2011). Commentary: The Impact of Social Networking Tools on Political Change in Egypt’s “Revolution 2.0.” Electronic Commerce Research and Applications.     3 Ghannam, J. (2011, March 12). Freedom Beyond 140 Characters. The Herald-Sun.     4 Jensen, R. (2007). The Digital Provide: Information (Technology), Market Performance, and Welfare in the South Indian Fisheries Sector. Quarterly Journal of Economics 122(3):879-924.     5 Sreekumar, T. T. (2011). Mobile Phones and the Cultural Ecology of Fishing in Kerala. Information Society 27(3):172–180.     6 Burd, L. (2007). Technological Initiatives

Conference Session

Technical Session 3: The Best of Computers in Education

Collection

2019 ASEE Annual Conference & Exposition

Authors

Shaya Wolf, University of Wyoming; Fiona P. Moss, University of Wyoming; Rasana Manandhar, University of Wyoming; Madison Cooley, University of Wyoming; Rafer Cooley, University of Wyoming; Andrea Carneal Burrows Borowczak, University of Wyoming; Mike Borowczak, University of Wyoming

Tagged Divisions

Computers in Education

those directions to the micro:bot, which then moved accordingly. Initially, students were given base-code to help them understand how Micro:Bits communicate witheach other through radio signals. The base-code for this lab consisted of two code files, one for thecontroller and the other for the Micro:Bot. The base-code set radio channels such that when buttonA was pressed, the radio group was decremented by 1 and when B was pressed, the radio group wasincremented by 1. When buttons A and B are pressed together, the radio channel was locked in andthe students could start transmitting instructions/directions to their bot. Further, the base-code forthe controller was set up such that if the user presses button A, the message ”left” was

Conference Session

CoED: Embedded Systems and Robotics

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jeffrey J Richardson, Purdue University, West Lafayette (College of Engineering)

Tagged Divisions

Computers in Education

intuitive learning” [10]. The underlying themefrom their research indicates that technology students typically prefer an active, hands-onapproach. A survey carried out b y Ibrahim indicated that students loved the idea of learningby doing as t h e y learned a great deal about microcontrollers and their applications bysolving real engineering problems [6].The TransformationUnder the original version of the course, the students completed weekly laboratory experimentssimilar to the ones described by Taylor and Jackson [7] and Rosen and Carr [1]. Each laboratorysession was approximately two hours in length and focused on basic understanding of thatweek’s particular subject matter. Very little time was available to tackle real world problems. Abrief

Conference Session

Teaching and Advising Tools Using Computers and Smart Devices

Collection

2016 ASEE Annual Conference & Exposition

Authors

Susan L. Miertschin, University of Houston (CoT); Barbara Louise Stewart, University of Houston; Carole E. Goodson, University of Houston (CoT)

Tagged Topics

Diversity

Tagged Divisions

Computers in Education

: Historical BackgroundMuch consideration, both in the U.S. and internationally, has been given to lifelong learning asevidenced by thousands of published papers and journals devoted either entirely or in part to thetopic, organizations focused on promotion of lifelong learning, and institutions and agencieswhich sponsor centers in support of it.2 Reasons for emphasis on lifelong learning include a)sustaining lifelong learning processes is directly related to the living standards of citizens andtheir quality of life,9 b) lifelong learning is a means of providing people with the knowledge andskills needed to succeed in a rapidly changing world,7 c) there is an explosion of ICT whichenables knowledge to be produced at a rapid and an ever-increasing rate

Conference Session

Computer Education Innovations

Collection

2009 Annual Conference & Exposition

Authors

Thomas Cochrane, University of Canterbury

Tagged Divisions

Computers in Education

the following features: a) A simple and user friendly interface for the exclusive purpose of creating and viewing oral presentations in real time (w/ PowerPoint and a webcam). b) No video or audio editing capabilities. Most commercial video software enables the user to edit video, including clipping, joining, and formatting video and audio. Editing video/audio is contrary to the premise of helping the user improve oral presentation skills. Without editing capabilities, the presentation becomes closer to how live presentations are given. c) A system to evaluate presentations, enabling the presenter to receive both technical and presentation skills feedback. d) The ability to quickly create a mobile device

Conference Session

Technical Session 6: Modulus Topics Part 2

Collection

2019 ASEE Annual Conference & Exposition

Authors

Ronald Erdei, University of South Carolina; Brantly Edward McCord, Purdue Polytechnic Institute; David M. Whittinghill, Purdue University-Main Campus, West Lafayette (College of Engineering)

Tagged Divisions

Computers in Education

Conference, Crystal City, Virginia, 2018: American Society for Engineering Education.[2] L. Barker and J. McGrath Cohoon, "Key Practices for Retaining Undergraduates in Computing," in Strategic, 2009, pp. 1-4.[3] J. C. Carver, L. Henderson, L. H. L. He, J. Hodges, and D. Reese, "Increased Retention of Early Computer Science and Software Engineering Students Using Pair Programming," in 20th Conference on Software Engineering Education & Training (CSEET'07), ed, 2007.[4] B. Hanks, S. Fitzgerald, R. Mccauley, L. Murphy, and C. Zander, "Pair Programming in Education: A Literature Review," Computer Science Education, vol. 21, pp. 135-173, 2011.[5] C.-w. Ho, K. Slaten, L. Williams, and S. Berenson

Conference Session

Technical Session 4: Modulus Topics 1

Collection

2019 ASEE Annual Conference & Exposition

Authors

Magesh Chandramouli, Purdue University Northwest

Tagged Topics

Diversity

Tagged Divisions

Computers in Education

. (2013). Experiential Learning through Virtual Reality: SafetyInstruction for Engineering Technology Students. Journal of Engineering Technology 30(2), 14-21. ISSN: 0747-9664.Jen, Y. H., Taha, Z., & Vui, L. J. (2008). Vr-based robot programming and simulation systemfor an industrial robot. International Journal of Industrial Engineering: Theory, Applications andPractice, 15(3), 314-322.Chandramouli, M., Zahraee, M. & Winer, C. (2014) June. A fun-learning approach toprogramming: An adaptive Virtual Reality (VR) platform to teach programming to engineeringstudents. In IEEE International Conference on Electro/Information Technology (pp. 581-586).IEEE.Sherman, W. R., & Craig, A. B. (2003). Understanding Virtual Reality—Interface

Conference Session

CoED: Potpourri

Collection

2017 ASEE Annual Conference & Exposition

Authors

Varun Agrawal, Georgia Institute of Technology; Amit Shashikant Jariwala, Georgia Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Computers in Education

P. Magleby, Carl D. Sorensen, Bret R. Swan, and David K. Anthony. A survey of capstone engineering courses in north america. Journal of Engineering Education, 84(2):165–174, 1995. ISSN 2168-9830. doi: 10.1002/j.2168-9830.1995.tb00163.x. URL http://dx.doi.org/10.1002/j.2168-9830.1995.tb00163.x. [3] N. Hotaling, B. B. Fasse, L. F. Bost, C. D. Hermann, and C. R. Forest. A quantitative analysis of the effects of a multidisciplinary engineering capstone design course. Journal of Engineering Education, 101(4):630–656, 2012. [4] R. L. Miller and B. M. Olds. A model curriculum for a capstone course in multidisciplinary engineering design. Journal of Engineering Education, 83(4):311–316, 1994. [5] J. T. Allenstein, B. Rhoads

Conference Session

COED: Online and Blended Learning Part 1

Collection

2018 ASEE Annual Conference & Exposition

Authors

Carole E. Goodson, University of Houston; Susan L. Miertschin, University of Houston; Barbara Louise Stewart, University of Houston

Tagged Divisions

Computers in Education

know? A critical literature review. Learning, Media and Technology, 39(1), 6-36. doi:10.1080/17439884.2013.770404Lai, K.-W., & Hong, K.-S. (2015). Technology use and learning characteristics of students in higher education: Do generational differences exist? British Journal of Educational Technology, 46(4), 725-738. doi:10.1111/bjet.12161Ng'ambi, D. (2013). Effective and ineffective uses of emerging technologies: Towards a transformative pedagogical model. British Journal of Educational Technology, 44(4), 652-661. doi:10.1111/bjet.12053Miertschin, S. L., Stewart, B. L., & Goodon, C. E. (2017). Mobile devices and lifelong learning: The students' perspective. Computers in Education, 8(1), 80-93

Conference Session

Computational Tools and Simulation II

Collection

2010 Annual Conference & Exposition

Authors

Jonathan Hill, University of Hartford

Tagged Divisions

Computers in Education

R/W /OE /OE R/W Logic RAM (8K) Figure 4: Example Memory System Block DiagramNote that a block diagram may intentionally disregard certain details. Figure 4 does not indicatethat A[15:8] is Port B and that AD[7:0] is Port C and that the processor is in expanded mode.Figure 5 is a schematic of the memory system corresponding to the block diagram in Figure 4.Note that the abstract bus concept used in Figure 4 corresponds in Figure 5 to loose collectionsof wires. The abstraction that is possible in a block diagram saves the reader from such detail. Page

Conference Session

Computers in Education Division Technical Session 3: Digital Learning Part I

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Bryan Weber, University of Connecticut

Tagged Divisions

Computers in Education

and procedures for handling assessments.References [1] ABET | ABET accreditation. [Online]. Available: https://www.abet.org/. [2] Criteria for Accrediting Engineering Programs, 2019 – 2020 | ABET, en-US. [Online]. Available: https://www.abet.org/accreditation/accreditation- criteria/criteria-for-accrediting-engineering-programs-2019-2020/. [3] N. E. Adams, “Bloom’s taxonomy of cognitive learning objectives,” Journal of the Medical Library Association : JMLA, vol. 103, no. 3, pp. 152–153, Jul. 2015, issn: 1536-5050. doi: 10.3163/1536-5050.103.3.010. [4] B. S. Bloom, Taxonomy of Educational Objectives: The Classification of Educational Goals, 1st ed. Longman, 1956. [5] C. C. Bonwell and J. A. Eison, Active

Conference Session

Computers in Education Division Technical Session 4: Digital Learning Part II

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Fadi Castronovo, California State University, East Bay; Jesus Oliver Ph.D., California State University, East Bay; Andrew Stanciulescu, California State University, East Bay

Tagged Divisions

Computers in Education

learning in mathematics​. ERIC Clearinghouse, 2003.[8] X. Xia, C. Lu, and B. Wang, “Research on mathematics instruction experiment based problem posing,” ​J. Math. Educ.,​ vol. 1, no. 1, pp. 153–163, 2008.[9] M. Wang, B. Wu, N.-S. Chen, and J. M. Spector, “Connecting problem-solving and knowledge-construction processes in a visualization-based learning environment,” ​Comput. Educ.​, vol. 68, pp. 293–306, 2013.[10] J. Piaget, ​Piaget’s theory.​ Wiley, New York, NY, 1970.[11] L. S. Vygotsky, ​Thought and language.​ MIT press, 2012.[12] D. A. Kolb, ​Experiential learning: experience as the source of learning and development.​ Englewood Cliffs, New Jersey: Prentice-Hall, 1984.[13] N. M. Dixon, D. Adams, and R. Cullins, “Learning style

Conference Session

Web-Based Education

Collection

2007 Annual Conference & Exposition

Authors

Andre Encarnacao, University of California, Los Angeles; Paul Espinosa, University of California, Los Angeles; Lawrence Au, University of California, Los Angeles; Lianna Johnson, University of California, Los Angeles; Gregory Chung, University of California-Los Angeles; William Kaiser, University of California-Los Angeles

Tagged Divisions

Computers in Education

for Teaching and Learning, vol. 46, pp. 55–65, 1991.10. C. Fies and J. Marshall, “Classroom Response Systems: A Review of the Literature”, Journal of Science Education and Technology, vol. 15, No. 1, pp. 101-109, March 2006.11. R. G. Miller, B. H. Ashar, J. K. Getz, “Evaluation of an audience response system for the continuing education of health professionals”, Journal of Continuing Education in the Health Profession, vol. 23, no. 22, pp. 109–115. April 2005.12. L. J. Robertson, “Twelve tips for using a computerized interactive audience response system”, Medical Teacher, vol. 22, no. 3, pp. 237–239, May 2000.13. N. W. Reay, L. Bao, L. Pengfei, R. Warnakulasooriya, and G. Baugh, “Toward an effective use of

Conference Session

Re-Imagining the Higher Ed Classroom -- Tablet PCs

Collection

2008 Annual Conference & Exposition

Authors

Elliot Moore, Georgia Institute of Technology; Monson Hayes, Georgia Institute of Technology

Tagged Divisions

Computers in Education

been created. Additionally, upon showing the correct solution to the classit served to help stimulate other student-student interaction across the remote sites. Page 13.539.6 (a) (b) Figure 3: Student answers to class problem: (a) Incorrect Response (b) Correct Response ImplementationWith support from HP, Microsoft, and GTS, Tablet PCs equipped with Dyknow software wereinstalled in two remote classrooms for the Spring and Fall semesters of 2007. A classroom atGTS was fitted with 15 Tablet PCs while a cart of 20 Tablet PCs was used in a classroom

Conference Session

Faculty Tools

Collection

2011 ASEE Annual Conference & Exposition

Authors

Christopher P. Pung, Grand Valley State University; John Farris, Grand Valley State University

Tagged Divisions

Computers in Education

Annual Conference & Exposition Copyright  2011, American Society for Engineering Education Figure 2. How CATME displays student feedback.The average for each team member for each criterion for the two times the CATME tool wasused is shown in Table 2.Student’s Responses to their Peer’s AssessmentAfter the first students took the first CATME survey, they students were asked to respond to thequestions below. a. Compare and contrast your self evaluation to the evaluation of your peers. Discuss any differences. b. How will you improve your performance in the future? The Catme.org website gives specific information on improving your

Conference Session

Computational Tools and Simulation I

Collection

2009 Annual Conference & Exposition

Authors

Dianne Raubenheimer, North Carolina State University; Jeff Joines, North Carolina State University; Amy Craig, North Carolina State University

Tagged Divisions

Computers in Education

Wolcott’slevels of problem solving ability, so that there was one question for each level. Thereafter, thestudent’s work turned in and their reflective submissions were analyzed using Wolcott’s ‘Stepsfor better thinking rubric’ (see Appendix A) [4].A scoring record sheet was developed to score the student’s problem solution as well as theirassociated responses to the set of online reflective questions about the problem solving processEach student received a score out of 28, and this was then translated into one of Wolcott’s [4]problem solving performance patterns of (a) confused fact finder (CFF) (score 0 – 4), (b) biasedjumper (BJ) (score 5 – 10), (c) perpetual analyzer (PA) (score 11-17), (d) pragmatic performer(PF) (score 18 – 24), and (e) strategic

Conference Session

Computers in Education Division Technical Session 7: Advanced CS courses

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Sabahattin Gokhan Ozden, Penn State Abington; Omar M. Ashour, Penn State Erie, the Behrend College; Ashkan Negahban, Pennsylvania State University, School of Graduate Professional Studies

Tagged Divisions

Computers in Education

explored on a 2D display or via a VR headset (if available); b. Processes in the virtual (simulation) environment that include multiple stations, and com- prise technical as well as organizational aspects; c. A set of products or entities that flow throughout the virtual environment and are processed (e.g., manufactured, assembled, stored, transported); d. A didactical concept that comprises formal and informal learning, enabled by own actions of the learners during and after virtual site visits/field trips based on remote active-learning instead of on-site learning. These represent problems/projects inspired by real-world situa- tions that the learner may face at future workplace.Since I-SBL essentially involves PBL

Conference Session

COED: Gamification and Introducing Students to Programming

Collection

2018 ASEE Annual Conference & Exposition

Authors

Farzana Rahman, Florida International University

Tagged Divisions

Computers in Education

more advanced computingskills in future semesters.3. CURRICULUM OVERVIEWFor our curriculum, we designed two block courses – a) Block 1 – App Inventor and b) Block 2 –OOP using Java. Each block course consisted of 28 hours of instructional time, divided between 7days (7 Saturdays). We offered Block 1 for the first time in Spring 2014 where 30 middle schoolstudents (from grade 7 and 8) participated. Since these block courses were not offered as part ofany regular school curriculum, students met every Saturday for 4 hours with the instructors. Block2 course was offered to the same set of students during Summer 2014 following the same Saturdayschedule. Apart from the in-class 4 hours of instructional time, students were not provided withany

Conference Session

Computational Tools and Simulation I

Collection

2010 Annual Conference & Exposition

Authors

Arnaldo Mazzei, Kettering University; Richard Scott, University of Michigan

Tagged Divisions

Computers in Education

(16)The linear natural frequencies and mode shapes can be found by assuming solution forms: λ1 ? A sin ∗ s Τ + , λ 2 ? B sin ∗ s Τ + (17)Substituting into equations (16) gives: A 1 − χ / s 2  − B ] /χ _ ? 0 A ] /χ _ − B 1 − χ / s 2  ? 0 (18)For non-zero solutions, the determinant of the coefficients must be zero. This gives a polynomialin s , from which the natural frequencies can be obtained. Equations (18) give the associatedmode shapes