Conference Session

Computers in Education Division (COED) Track 6.C

Collection

2025 ASEE Annual Conference & Exposition

Authors

Yiqing Li, University of California, San Diego; Jiaen Yu, University of California, San Diego; U Lam Lou, University of California, San Diego; Dingyi Yu, University of California, San Diego; Michael Levin, Utah State University; Korena S Klimczak, Utah State University; Soohyun Nam Liao, University of California, San Diego

Tagged Divisions

Computers in Education Division (COED)

were transcribed and then analyzed usingthematic analysis.The results of this study provide insights into students’ perceptions on ClearMind with respect toTAM’s core constructs: perceived usefulness, perceived ease of use, and social influence. Theparticipants found ClearMind both useful and easy to use, and were willing to continue using itand recommending it to their peers. They also identified some opportunities for improvementsuch as fostering positive emotions and better organizing the content.Our user study results imply that ClearMind is an accessible yet helpful mental health resourcefor students. This highlights ClearMind’s potential for broader adoption. Future work involves alarge-scale quantitative study to assess ClearMind’s

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 3

Collection

2023 ASEE Annual Conference & Exposition

Authors

Eleazar Marquez, The University of Texas, Rio Grande Valley; Samuel Garcia, The University of Texas, Rio Grande Valley

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education Division (EQUITY), Equity

? Concepts Question 2: What do you think about the examples Effectiveness of Peer Collaboration and solved in class collectively as group? Engagement Question 3: What is your opinion on the instructor Increased Understanding and Confidence using visual supplements when solving problems? Question 4: What do you think about the rigor of Embracing the Challenge and Valuing this course compared to others? Rigor Question 5: What did this class teach you about Increased Knowledge of Dynamic Nature Engineering? of EngineeringCollectively, the themes that emerged in the study provide insight into students’ experiences withthe approaches and technique implemented by the

Conference Session

Engineering Programs and Institutional Factors

Collection

2023 ASEE Annual Conference & Exposition

Authors

Angela M. Kelly, Stony Brook University; Monica Bugallo, Stony Brook University

Tagged Divisions

Educational Research and Methods Division (ERM)

. Later, they scaffolded newly learned concepts and constructed a smart streetlight using sensors and integrated circuits. To add functionality to the design, participants learned basic programming to write a simple code to make an LED blink.Data collection Data collection included ten interviews with teacher participants, six classroom observations,and the review of student artifacts produced in the camp. The instructors included one facultymember from electrical and computer engineering, three graduate students, and oneundergraduate student. Instructors were interviewed to provide retrospective insights once afterthe first week of camp and once after the second week of camp (two interviews, 45 minutes each,for a total of ten

Conference Session

Civil Engineering Division - Changing How We Teach: Flipping, Project-Based Learning, and More!

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jennifer Retherford, University of Tennessee at Knoxville; Sarah Mobley, University of Tennessee at Knoxville; Brad McCoy, United States Military Academy; Aaron Hill, United States Military Academy

serves in leadership on multiple academy and professional service committees, most notably as Chair of the American Society of Civil Engineers (ASCE) Sustainable Infrastructure Standard Committee, a national-level committee charged with creating and maintaining ASCE 73: Standard of Practice for Sustainable Infrastructure. His research interests include sustainable infrastructure development, sustainable concrete materials, composite materials and structures, and engineering education. Lt. Col. McCoy’s research is published in numerous peer- reviewed journals, refereed conference proceedings, and technical reports. Additionally, he has given multiple invited lectures, featured presentations, and panel discussions for

Conference Session

Student Division Technical 1: Diversity, Equity, Inclusivity (DEI)

Collection

2022 ASEE Annual Conference & Exposition

Authors

Edward Young, The Ohio State University; David Delaine

where future work may have the most impact.MethodsScopeAs the premier forum of its kind, the American Society for Engineering Education’s (ASEE)annual conferences serve to distill the overall research and programming activities of theengineering education community year after year. As such, its proceedings offer an optimalenvironment for an exploratory analysis of the content and focus of AI/AN engineeringeducation research on a national level. Towards this end, a systematic search of the ASEE Paperson Engineering Education Repository (PEER) from 2005 to the present was conducted; thistimeframe was chosen to coincide with the introduction of the theoretical framework used as theanalytical lens for this literature review (see “Theoretical Lens

Conference Session

Assessment in Mechanics Courses

Collection

2022 ASEE Annual Conference & Exposition

Authors

Amie Baisley, University of Florida; Keith Hjelmstad, Arizona State University; Efhalia Chatziefstratiou, Arizona State University

and then peer- or self-graded the rehearsal based on the grading rubric. Thisallowed the students to have practice at solving a new problem and evaluating the work just asthey would be evaluated for by the instructor on the assessment. The list of the mastery objectivesin each course, examples of what was included for each objective, and the grading rubric withdescriptions were discussed with the students and made available to students for the entiresemester.The SA came immediately after every module assessment when the students were asked toevaluate how their solution to the problem compared to the posted instructor solution. The duedate to complete the SA was prior to the posting of the instructor grades for each assessment, sostudents had

Conference Session

Architectural Engineering Division Technical Session 3

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Keith E. Hedges, Drury University

Tagged Divisions

Architectural Engineering

adventuresas opposed to directly teaching the students [17], [18]. One example of an information seekingbehavior could be a simple unassessed icebreaker activity at the beginning of a course where thestudents to share information about themselves while gathering information from their peers[19]. A second example is discussion boards. These are assessed collaborative activities whereeach student posts an answer to a specific question and is required to respond to other students’answers. The class discussion boards can flourish without the instructor’s guiding dialogue as thestudents engage in asynchronous threads [20], [21]. The keys are to include shared responsibility,require constructive feedback, and inspire expansive questioning. A third example

Conference Session

Pre-college Engineering Education Division Technical Session 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Madhurima Das, NuVu Studio

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

encourage them to pursue STEAM careers. One particularly effective approach isthrough hands-on learning and “making,” since children often have a natural affinity fortinkering and learn well through active involvement in meaningful activities [1]. Hands-on,project-based learning has been shown to get more students engaged with STEAM and help themlearn key skills for the future [2]. However, most STEAM education programs target students inupper-middle or high school [3]. Bustamante et. al write, “Since engineering education hastraditionally not been part of the general K–12 education experience (i.e., the beginning ofprimary school (age 5) through the end of secondary school (age 18)), early childhood educatorshave minimal background in engineering

Conference Session

Factors Influencing Curriculum Development: International Division Technical Session 4

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Nicole L. Ramo, University of Michigan; Eric Scott Hald, Shantou University; Aileen Huang-Saad, University of Michigan; Qiang Fang, Shantou University

Tagged Topics

Diversity

Tagged Divisions

International

future, research questions 1-4 will be addressed using the weekly studentparticipation logs and actual course performance. The results of this analysis will provideinsights into the transition of study habits of the students over the semester and identify anypossible high-impact course engagement behaviors.LimitationsThe main limitation of this study, and the self-reflection participation logs in general, is thereliance on self-reporting and accurate self-evaluation. It has been shown that self-assessmentand instructor-assessment of in-class participation are often not in agreement [1], [5], [19]. Someauthors have discussed combining self- or peer-assessment scores with instructor-assessmentscores to avoid inflation [2], [19], but this assumes

Collection

Proceedings of the 2020 ASEE PSW Section Conference, canceled

Authors

Saharnaz Baghdadchi, University of California, San Diego; Rachel Bristol, University of California San Diego; Leah Klement, UC San Diego; Paul Andreas Hadjipieris; Sheena Ghanbari Serslev, University of California San Diego ; Carolyn L Sandoval, University of California, San Diego

fosteringincreased critical thinking abilities in engineering students.14–17 In one study, an inquiry-basedlearning framework led to improved analytical skills and an improved ability of students tosituate their knowledge in social contexts.18 In another study, problem-based learning, combinedwith reflective writing, was found to be effective in improving several elements of students’critical thinking skills.19 Additional studies have examined the effect of explicitly teachingcritical thinking skills in undergraduate courses.20–22 Active learning techniques developedspecifically to target higher-order thinking skills can provide some of the benefits of problem-based learning with a lower time commitment.16Flipped classrooms in engineeringWhen designing a

Conference Session

Concurrent Paper Tracks Session II - Curriculum II

Collection

2017 ASEE International Forum

Authors

Sigrid -- Berka, University of Rhode Island; Anett Geithner, University of Rhode Island; DAAD; Eric Kaldor, University of Rhode Island; Scott Streiner, University of Pittsburgh

Tagged Topics

Main Forum (Podium Presentation)

directors through the spring/summer “internship course” whichallowed them to critically reflect on the experience while they were in it by writing reports,producing videos or engaging in interactive peer-to-peer assignments in the target language -- allof these components of curricular design and faculty intervention during the students’ year abroadmake out the background and most likely key to the success behind the seniors’ high interculturalgains and later on also career success10.An additional key element that may have played a role in the students’ high GPI scores is thesequence of a voluntary faculty-led short-term trip abroad prefacing their year-long independentsojourn. The short-term tour plays a significant role in engineering student

Conference Session

NSF Grantees Poster Session

Collection

2009 Annual Conference & Exposition

Authors

Larry Shuman, University of Pittsburgh; Mary Besterfield-Sacre, University of Pittsburgh; Renee Clark, University of Pittsburgh; Tuba Pinar Yildirim, University of Pittsburgh; Karen Bursic, University of Pittsburgh

useful to the client and notjust apply to the particular situation. For example, it must be capable of being used by otherstudents in similar situations, and robust enough to be used repeatedly as a tool for somepurpose.Self-Assessment: students must perform self-evaluation of their work as they progress. Thecriterion for “goodness of response” is partially embedded in the activity by providing a specificclient with a clearly stated need. This criterion should encourage students to test and revise theirmodels by pushing them past their initial thinking to create a more robust model that better meetsthe client’s needs.Model Documentation: the model must be documented; typically students write a memo to theclient describing their model. Hence, the

Conference Session

Mechanical Engineering Technical Session: Assessment and Accreditation: Making the Grade!

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Thomas W. DeNucci, U.S. Coast Guard Academy; Elizabeth (Elisha) M.H. Garcia, U.S. Coast Guard Academy

Tagged Divisions

Mechanical Engineering

of the EAMU vector is described and data collected from the 2018-2019 academic year is presentedto show both an increase in the fidelity of the assessment data and the creation of meaningful student performancedata trends over time.The ABET accreditation visit found no shortcomings in Criterion 3 – Student Outcomes. For this reason, this paper isapropos, as it may reduce challenges for any other mechanics-based programs seeking initial accreditation or thoseprograms seeking to revise their assessment framework in preparation for ABET accreditation.Introduction and BackgroundQuality assurance in engineering education is paramount [1], [2]. Programmatic and peer review contribute to boththe quality and relevancy of engineering programs by

Conference Session

First-year Programs Division Postcard Session 2: Identity and Sense of Belonging

Collection

2018 ASEE Annual Conference & Exposition

Authors

Peter Golding, University of Texas, El Paso; Celena Arreola, University of Texas, El Paso; Mike Thomas Pitcher, University of Texas, El Paso; Crystal Fernandez-Pena, University of Texas, El Paso; Helen Elizabeth Geller, University of Texas, El Paso; Giselle Andrade, STEMGrow; Diane Elisa Golding, University of Texas, El Paso; Hector Erick Lugo Nevarez, University of Texas, El Paso; Pedro Arturo Espinoza, University of Texas, El Paso; Hugo Gomez, University of Texas, El Paso; Herminia Hemmitt, University of Texas, El Paso; Melissa Stearns

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

teacher (or other STEMGROW “EduGuides;” faculty, staff and peer guides) provides briefmentoring responses to their activities, meant to engage students in additional writing andreflection.A 2016-2017 student survey revealed the following top impact areas, based on 473 studentresponses [4], to show growth or positive impact: “More self-motivated” (73%) “More confident to achieve: (68%) “More curious to learn new things” (66%) “Listen better to feedback” (65%) “Encourage and mentor others” (63%)In our EPCC and UTEP incarnation of the EduGuide process, students are tasked to use SMARTtechnology online activities for up to one hour per week outside of the classroom (for which theytypically will receive some course credit

Conference Session

ET Pedagogy I

Collection

2018 ASEE Annual Conference & Exposition

Authors

Rustin Webster, Purdue University, New Albany

Tagged Divisions

Engineering Technology

plastic o 1 solid carbide 2 flute straight end mill  Lab supplied: o 3D printer filament  No hardware (i.e., screws, bolts, nuts, washers, etc.) may be printed o Scraps (testing purposes only) o Welding materials (counter weight only)  Student supplied materials: o Counter weight (if needed)At the completion of the project, students had the opportunity to submit a peer review of eachteam member (see Appendix – Peer Evaluation Form). The instructor used the peer review dataand self-observations to adjust individual students’ project grade as needed. The professor used aself-created rubric to aid in evaluating each teams’ performance (see Appendix – Project Rubric

Conference Session

Mentoring Practices and Project Teams

Collection

2018 ASEE Annual Conference & Exposition

Authors

Ying Cao, Oregon State University; Christina Smith, Brown University; Benjamin David Lutz, Oregon State University; Milo Koretsky, Oregon State University

Tagged Divisions

Educational Research and Methods

active learning environments and thus increase studentengagement and improve learning [2] - [4]. To realize and enhance active learning classes,undergraduate learning assistants (LAs) appear as catalysts. LAs are undergraduate students whohave typically completed the particular course and return to assist with its instruction. PracticingLAs increase interactive engagement of the students in active learning classes by providing near-peer help. The processes of facilitating student learning are also construed as a learningexperience of LAs themselves.The generalized LA program developed by the Learning Assistant Alliance has three coreelements [5]. First, LAs receive professional development in pedagogy during their firstacademic term as an LA

Conference Session

Multidisciplinary Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Deanna H Matthews, Carnegie Mellon University; Kelly Klima, Carnegie Mellon University

Tagged Divisions

Multidisciplinary Engineering

I’d like to ask you about what you currently do for class. • What are the goals of your class? o When your course is over, what should your students be able to do? o Can you identify words on the following chart that describe the types of objectives you would like the students to be able to do (show Eberly chart)? o • To what extent do students achieve those goals? o What kind of activities do you do during class? o What Data do you hope students will learn? o What Skills do you hope students will learn? § Gathering data § Assessing data § Writing

Conference Session

First Year Programs Division Poster Session: The Best Place to Really Talk about First-Year Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Denise H Bauer, University of Idaho, Moscow

Tagged Divisions

First-Year Programs

offering of ENGR 204 was in theFall 2014 semester with 30 students completing the course (31% of the engineering students inMath 143). These students were able to meet other first-semester engineering students, receive“inside information” on how to succeed in their engineering studies, set up a meaningfulschedule to manage their time, navigate the educational system, and take advantage of theresources available to them (instructors/professors). They also participated in two final projects:designing a Rube Goldberg Machine and writing a Becoming a World-Class EngineeringStudent paper.This paper will present the overall design of the class, comparison of math grades and first

Conference Session

First-Year Programs: Retention & Bridge Programs #2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Maryam Darbeheshti, University of Colorado Denver; William Schupbach, University of Colorado Denver; Ariel Cervantes Lafuente; Tom Altman, University of Colorado Denver; Katherine Goodman, University of Colorado Denver; Michael S. Jacobson, University of Colorado Denver; Shani O'Brien, University of Colorado Denver

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

others in a peer-to-peer further along in college, that’s been through interaction and impact of said activities it.” Resources Recommendations and use of college “I’ve recommended the physics tutoring resources including, but not limited to center, the writing center and the math center, campus tutoring labs, transportation, those are the ones I end up pushing people to student services, and more. the most.” Transition to Impacts of changes in expectations, “There’s a lot of changes between high school Adulthood workload, freedom and independence and here; in high school you showed up at 8am

Conference Session

Pedagogy and Teaching Preparation in Graduate Programs

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Kara Danielle Fong, University of California, Berkeley; Shannon Ciston, Molecular Foundry, Lawrence Berkeley National Laboratory

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies

essay: This assignment encouraged students to critically read and analyze literature in the engineering pedagogy field. Students chose one of the module topics described above and were asked to choose at least three readings on this topic out of a list provided by the instructors. The essay prompt required students to challenge the perspectives and assumptions of the readings’ authors in order to develop their own opinions on the topic. 3. Peer observation and reflection: Students observed and were observed teaching by a peer from the class. Observers were asked to provide constructive feedback on strengths and areas for growth, after which the observed student would write a reflection on the process and how

Conference Session

Before the Capstone: Project-based Experiences Early in the Curriculum

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Wayne Sarasua, Clemson University; Nigel Berkeley Kaye, Clemson University; Jennifer Harper Ogle, Clemson University; Mehdi Nassim Benaissa, Clemson University; Lisa Benson, Clemson University; Bradley J. Putman, Clemson University; Aubrie Lynn Pfirman, Lander University

Tagged Divisions

Civil Engineering

% (10-15% is comm) • Group presentation 10% comm • Final Exam 10% (5% is comm) • Other assignments, attendance, participation 5% (mostly comm)The full integration of oral communication into the project-based course underscores to studentsthe importance of communication skills in all aspects of an engineering career. Similarly,technical writing skills are emphasized in the Springer 2 course.Teaching MethodologyIn all teaching aspects of Springer 1, a significant emphasis on relevance is made throughout thecourse. This includes the relevance of material covered as well as the relevance of assignments.While a combination of teaching methods is used including lecture and flipped classrooms [8],the primary teaching methodology is project

Conference Session

Mathematics Division Technical Session 2: Poster Presentations

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Anibal Sosa, Universidad Icesi, Colombia; Norha M. Villegas, Universidad Icesi, Colombia; Stephanie Celis Gallego, Universidad Icesi, Colombia; Diego Antonio Bohórquez, Universidad Icesi, Colombia

Tagged Divisions

Mathematics

oftraditional textbooks, although the latter were allowed to be used. Through short tasks thatwere designed to be initiated and terminated during in-classroom sessions, mostly to beworked in peers, we cover three general moments in the designed learning experience: ashort introduction, a discussion and a closure argument with general feedback by the end ofeach assignment.Each guide has different learning objectives: 1. Guide one: a. To distinguish sets that may or may not be subspaces of 𝑅𝑅 2 or 𝑅𝑅 3 , using GeoGebra for visualization. b. To construct linear combinations in 𝑅𝑅 2 and 𝑅𝑅 3 and identify the geometrical locus they define. c. To determine which vectors belong to the span of S for

Conference Session

Computers in Education Division Technical Session 5: Online Teaching and Learning

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Kenneth Reid, Virginia Tech; Max Mikel-Stites, Virginia Tech

Tagged Divisions

Computers in Education

code, but writing their own versions), the cases were added to a spreadsheet thathad been built and were submitted to the honor court. There were also several incidents of students clearlytrying to “muddy the water” by changing their variables consistently throughout their submissions, whichdue to the nature of MoSS, was ineffective. One particularly memorable incident involved one studentusing the variables “A”, “B”, “C”, “D” and “E”, while their counterpart used “F”, “G”, “H”, “I” and “J”,without making any other changes to the code. The very nature of the variable names and exact avoidancemade identification far simpler than in other instances.In cases of disagreement or where the reviewers felt a case may be flawed, the code was not

Conference Session

Innovations in ECE Education III

Collection

2007 Annual Conference & Exposition

Authors

Cordelia Brown, Purdue University; David Meyer, Purdue University

Tagged Divisions

Electrical and Computer

utilization of the on-line Index of Learning Styles(ILS) tool, in an effort to help guide students into the division that best matched their individuallearning style. There are three primary learning outcomes in the junior-level course, each of which isassessed using a comprehensive, in-lab practical exam: (1) an ability to write programs for acomputer in assembly language, (2) an ability to interface a microprocessor to various devices,and (3) an ability to effectively utilize the wide variety of peripherals integrated into acontemporary microcontroller. Each exam consists of three components: (a) standardizedmultiple-choice questions that gauge understanding of content; (b) analysis/design questions thatgauge basic skills; and (c) application

Conference Session

Gender and Accessibility Issues in K-12 Engineering Education

Collection

2007 Annual Conference & Exposition

Authors

Uchechukwu Abanulo; Ananth Iyer; John Helferty, College of Engineering, Temple University; Joseph Fischgrund, The Pennsylvania School for the Deaf

Tagged Divisions

K-12 & Pre-College Engineering

outside theclassroom helps develop and maintain their interest in the subject. Such activities includescience clubs, excursions to science based institutions such as hospitals, factories and zoos,partnership research (for exceptional students) and science publications or presentations.Furthermore, students could be encouraged to participate in science fairs, along with theirhearing peers, as this could boost their self esteem and persuade them to perform well. Page 12.659.43. Introducing Engineering to Pre-College StudentsThe high school robotics summer program held at Temple University is only one of several effortsbeing made by institutions and

Conference Session

Knowing Our Students I

Collection

2006 Annual Conference & Exposition

Authors

Mica Hutchison, Purdue University; Deborah Follman, Purdue University; George Bodner, Purdue University

Tagged Divisions

Educational Research and Methods

experience, explained that herinability to learn the new material quickly had the strongest influence on her confidence incourse success, leading to the development of negative efficacy beliefs. I’d have to say how fast I learn [the material affects my confidence in succeeding the most]; because some people seem like they just catch on so, like so quick. And I’m just kind of like slow or something ‘cause I can’t like figure it out right away. Um, like in lab, we always have to write these scripts and like I can do it eventually - but some of the people will be done like ten minutes later; they’ll be like, “Are you done?” I’m like “No!”, ‘cause it just like takes me more time to do stuff and . . . aah - it’s

Conference Session

Tricks of the Trade II

Collection

2013 ASEE Annual Conference & Exposition

Authors

Adrian Ieta, State University of New York at Oswego; Rachid Manseur, Oswego State University College; Thomas E. Doyle, McMaster University

Tagged Divisions

New Engineering Educators

second runof the course, student projects were grouped so that two students focused on the same topic.Although the topics were different, the intention was to facilitate student cooperation and peer- Page 23.271.3learning among all students, irrespective of project. All students were familiar with andcontributed partially to all projects. They helped their peers and followed their projects‟development. In addition, they had joint presentations in preparation for conferences and thefinal talk, open to all interested. Moreover, students sometimes had to share resources andcoordinate with their colleagues. This brought more attention to and respect

Conference Session

Design Across Disciplines

Collection

2012 ASEE Annual Conference & Exposition

Authors

Brenda A. Haven, Embry-Riddle Aeronautical University, Prescott; Michael Kenneth Fabian, Embry-Riddle Aeronautical University; Alexander James Herring, General Electric - Aviation; Marissa Pinnola, Purdue University; Devan DUPLICATE Berg, Embry-Riddle Aeronautical University

Tagged Divisions

Design in Engineering Education

design courses in thespring semester of 2003 with the addition of a communications instructor from the University’sCollege of Arts and Sciences.2 The impetus for the team-teaching model was tied to students'perceived weakness in their communication skills as documented in alumni surveys. Theintentional integration of engineering and communication paid large dividends in the preparationof students for employment immediately following graduation. ERAU AE alumni survey data inthe area of skill preparation in technical writing shows an increase from 28.2 percent “VeryGood” responses for the classes of 1999 through 2002 to 50 percent “Very Good” responses forthe class of 2004. 3The success of the team-teaching format encouraged the pursuit of other

Conference Session

Curriculum: Ideas/Concepts in Engineering Education

Collection

2005 Annual Conference

Authors

Mark Henderson; Gerald Gannod; Barbara Gannod

, CST494 f. Pointers to functions (C/c++) CSE 494 RT g. Understanding C code/low level use of a high level CST494 language h. Standard template library (18 votes) i. Writing to virtual/physical memory in C/C++ CSE 494 RT CST494 j. Visual Basic CST326

Conference Session

Graduate Student Experiences

Collection

2004 Annual Conference

Authors

Timothy Hancock; John Norton

In your small group, please discuss both strengths and suggested changes. Write down items/topics about which there is agreement among a majority of group members. If there is strong dissenting opinion, please make note of it. I. List the major strengths of the course (what is helping you learn in the course?). Please explain briefly or give an example for each strength. Number of people in group______ Strengths Explanation/Example 1. 2. 3. 4