Student Perceptions of Programming Instruction in a Makerspace vs Synchronous Remote Environment

James Lewis; Nicholas Hawkins; Brian Robinson

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Conference: 2022 ASEE Annual Conference & Exposition
Location: Minneapolis, MN
Publication Date: August 23, 2022
Start Date: June 26, 2022
End Date: June 29, 2022
Conference Session: Computers in Education 1 - Programming I
Page Count: 10
DOI: 10.18260/1-2--41022
Permanent URL: https://peer.asee.org/41022
Download Count: 157

Paper Authors

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James Lewis University of Louisville

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James E. Lewis, Ph.D. is an Assistant Professor in the Department of Engineering Fundamentals in the J. B. Speed School of Engineering at the University of Louisville. His research interests include parallel and distributed computer systems, cryptography, engineering education, undergraduate retention and technology (Tablet PCs) used in the classroom.

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Nicholas Hawkins University of Louisville

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Brian Robinson

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Abstract

All first-year students at the J. B. Speed School of Engineering (SSoE) at the University of Louisville (UofL) are required to complete a two-course sequence. The purpose of the twocourse sequence is to introduce incoming students to the fundamentals and profession of engineering. The first course in the sequence is titled Engineering Methods, Tools, & Practice I (ENGR 110) and primarily focuses on introduction to and practice with fundamental engineering skills. The second course Engineering Methods, Tools, & Practice II (ENGR 111) is a makerspace-based course primarily focused on application and integration of the fundamentals learned in ENGR 110. ENGR 111 includes a variety of fundamental skills in its instruction, one of which is programming. Therefore, all disciplines of SSoE engineering students are exposed to the basics and applications of programming through this course sequence.

Programming instruction in ENGR 111 is designed to include relevant software development skills that students might encounter in the engineering profession. The students have learned initial programming skills in their ENGR 110 course through the Python programming language. In ENGR 111, students practice programming skills learned in ENGR 110 on two different platforms: Arduino Microcontrollers (Arduino) and Programmable Logic Controllers (PLCs). In normal face-to-face semesters, students are put into teams of 3 to 4 and given modules to develop and practice these skills (two for Arduino, two for PLCs).

Due to the COVID-19 pandemic, ENGR 111 was augmented into a synchronous remote course to avoid close proximity and shared tools in the makerspace. Arduino programming instruction was performed using Tinkercad (tinkercad.com), a website that allows for Arduino programming and circuitry simulations. PLC instruction was performed utilizing a free online PLC simulator website, “PLCfiddle” [1].

At the end of each semester, students take a survey on their perceptions of the course. Included in this survey are questions pertaining to programming instruction. These questions assess student confidence in programming and platform preference. Results of these questions from Spring 2019 (a makerspace iteration) and Spring 2021 (a remote iteration) are compared in this paper.

Citation
Format

Lewis, J., & Hawkins, N., & Robinson, B. (2022, August), Student Perceptions of Programming Instruction in a Makerspace vs Synchronous Remote Environment Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--41022

TY - CPAPER
AB - All first-year students at the J. B. Speed School of Engineering (SSoE) at the University of Louisville (UofL) are required to complete a two-course sequence. The purpose of the twocourse sequence is to introduce incoming students to the fundamentals and profession of engineering. The first course in the sequence is titled Engineering Methods, Tools, & Practice I (ENGR 110) and primarily focuses on introduction to and practice with fundamental engineering skills. The second course Engineering Methods, Tools, & Practice II (ENGR 111) is a makerspace-based course primarily focused on application and integration of the fundamentals learned in ENGR 110. ENGR 111 includes a variety of fundamental skills in its instruction, one of which is programming. Therefore, all disciplines of SSoE engineering students are exposed to the basics and applications of programming through this course sequence.

Programming instruction in ENGR 111 is designed to include relevant software development skills that students might encounter in the engineering profession. The students have learned initial programming skills in their ENGR 110 course through the Python programming language. In ENGR 111, students practice programming skills learned in ENGR 110 on two different platforms: Arduino Microcontrollers (Arduino) and Programmable Logic Controllers (PLCs). In normal face-to-face semesters, students are put into teams of 3 to 4 and given modules to develop and practice these skills (two for Arduino, two for PLCs).

Due to the COVID-19 pandemic, ENGR 111 was augmented into a synchronous remote course to avoid close proximity and shared tools in the makerspace. Arduino programming instruction was performed using Tinkercad (tinkercad.com), a website that allows for Arduino programming and circuitry simulations. PLC instruction was performed utilizing a free online PLC simulator website, “PLCfiddle” [1].

At the end of each semester, students take a survey on their perceptions of the course. Included in this survey are questions pertaining to programming instruction. These questions assess student confidence in programming and platform preference. Results of these questions from Spring 2019 (a makerspace iteration) and Spring 2021 (a remote iteration) are compared in this paper.
AU - James Lewis
AU - Nicholas Hawkins
AU - Brian Robinson
CY - Minneapolis, MN
DA - 2022/08/23
PB - ASEE Conferences
TI - Student Perceptions of Programming Instruction in a Makerspace vs Synchronous Remote Environment
UR - https://peer.asee.org/41022
DO - 10.18260/1-2--41022
ER -