Reflections on iCODE: using web technology and hands-on projects to engage urban youth in computer science and engineering

More than 200 middle school and high school students from underserved urban communities in Boston, Lowell, and Lawrence, Massachusetts, participated in after-school and summer enrichment programs over a three-year period, using hands-on learning materials and web resources to complete hands-on microcontroller-based projects. Program content was based on a suite of robotics and electronics kits developed by the University of Massachusetts Lowell and Machine Science Inc., together with on-line instructions, a web-based programming tool, and a shared electronic portfolio of student projects. Participating students worked with classroom teachers and undergraduate mentors to complete a series of projects, and took part each year in a non-competitive robotics exhibition and a competitive robot sumo tournament. Goodman Research Group assessed learning outcomes and attitudinal changes using a variety of measures, including observations of program sessions, group interviews with participating students, pre- and post-program student surveys, and educator feedback. The program was found to effectively engage participants, give them real engineering and programming skills, improve their attitudes toward science, technology, engineering, and mathematics (STEM) subjects, and increase their interest in STEM career pathways. These results are presented, along with lessons learned from the program implementation, technology development, and evaluation.     

Automated scanning probe lithography with n-alkanethiol self-assembled monolayers on Au(111): application for teaching undergraduate laboratories

Controllers for scanning probe instruments can be programmed for automated lithography to generate desired surface arrangements of nanopatterns of organic thin films, such as n-alkanethiol self-assembled monolayers (SAMs). In this report, atomic force microscopy (AFM) methods of lithography known as nanoshaving and nanografting are used to write nanopatterns within organic thin films. Commercial instruments provide software to control the length, direction, speed, and applied force of the scanning motion of the tip. For nanoshaving, higher forces are applied to an AFM tip to selectively remove regions of the matrix monolayer, exposing bare areas of the gold substrate. Nanografting is accomplished by force-induced displacement of molecules of a matrix SAM, followed immediately by the surface self-assembly of n-alkanethiol molecules from solution. Advancements in AFM automation enable rapid protocols for nanolithography, which can be accomplished within the tight time restraints of undergraduate laboratories. Example experiments with scanning probe lithography will be described in this report that were accomplished by undergraduate students during laboratory course activities and research internships in the chemistry department of Louisiana State University. Students were introduced to principles of surface analysis and gained "hands-on" experience with nanoscale chemistry.     

Assessment of programming language learning based on peer code review model: Implementation and experience report

The traditional assessment approach, in which one single written examination counts toward a student’s total score, no longer meets new demands of programming language education. Based on a peer code review process model, we developed an online assessment system called EduPCR and used a novel approach to assess the learning of computer programming languages. Using this approach, students peer review programs written by other students, share ideas and make suggestions to achieve an objective of collaborative and interactive learning. Teachers assess and give scores to students based on their performance in writing, reviewing and revising programs and their abidance to a peer code review process. After using this approach in two courses in two consecutive semesters, we observed significant improvements of student learning in various aspects. We also conducted two questionnaire surveys and two interviews. The survey data and the interview report indicated that this assessment approach demonstrates high practical values in assessing student learning outcomes in programming languages. Additionally, this approach leads to several interesting research topics for future research in this field.     

Software standards in undergraduate computing courses

Abstract High-quality software must be robust, reliable and maintainable. The design and coding of such software is no longer a craft; it is an engineering discipline, and the teaching of computer programming must reflect this. Consequently, students need to be aware of the importance of formulating accurate specifications for programming tasks, and of coding programs which correctly implement such specifications. However, the increase in student numbers experienced in recent years has caused manual methods of assessing students' programming assignments to become inefficient, and consistency more difficult to enforce. In order to support and motivate a rigorous approach in the context of these difficulties, an innovative on-line assessment system for programming language modules has been developed which addresses both concerns. This paper describes the package and discusses its importance in the delivery and assessment of undergraduate programming modules.     

编程思维训练通用模型研究与实现

程序设计类课程是培养学生逻辑编程能力的基本课程之一,但目前普遍反映出学生对此类课程的学习兴趣不浓,对程序设计与实现的逻辑思维混乱不清,学习效果较差。如何脱离编程语言本身,运用模拟现实生活的思维训练模型来形象地展示编程的原理与逻辑流程,以提高学生对程序设计的逻辑思维能力和学习效果是本文研究的重点。     

Ubiquitous tutoring in laboratories based on wireless sensor networks

Industrial education places a high premium on experiences in practical hands-on training, though it is commonly recognized for the deprivation in its opportunities of student performance analysis due to lack of recorded data as such. In the present study, the technology of wireless sensor networks has been implemented in the tutoring in courses offered in laboratory skills, where the students’ experimental skills and learning inclinations have been examined. Two sets of questionnaires in the respective aspects have been developed to be administered in order to have pretest–posttest scores obtained. As illustrated in the results derived from the study, a learning environment where wireless sensor networks provide a significant degree of support during laboratory sessions, student performance had significantly improved, and this has been proven evidently for the students in the low-achievement group when being compared to the results delivered by the students in the high-achievement group.     

Effects of COVID-19 on a CMOS fabrication course: An integrated design experience

In the CMOS fabrication course described herein, the lecture component provides the theoretical background for semiconductor materials and integrated circuit fabrication processes. The laboratory component provides the hands-on experience required to fabricate and electrically characterize CMOS circuits in a one-semester format. A strong semiconductor device process design thread is achieved in the course by integrating the laboratory experience and process simulation/modeling and theoretical calculations. The risks associated with the COVID-19 pandemic have forced significant course modifications. The lecture is switched to a remote learning format, including pre-recorded content and weekly advanced Q&A sessions. The laboratory provides both in-person and remote sessions. Approved social distancing and cleaning protocols are practiced in the facility for in-person learning. Complementary remote learning resources are made available to all the students such as pre-recorded laboratory instructions, live video-based laboratory sessions, and web-based supplementary information. Compared to pre-pandemic semesters, the average students' GPA of the pandemic period has increased, attributed to larger and archived volumes of instructional material. Overall student comments related to course changes necessitated by the pandemic are mixed with both positive and negative feedback.     

仿真软件在“微机原理与接口技术”教学中的应用

针对＂微机原理与接口技术＂课程内容和特点,介绍了计算机仿真软件：EMU8086、MFS和Proteus ISIS,分别适用于汇编语言程序设计、DOS功能调用和硬件接口技术等不同知识点,并且具有操作简单、界面直观等优点。仿真软件的应用能够改善课堂教学模式,激发学生的学习兴趣,帮助学生更好地掌握理论知识,为实验和实践操作打下良好的基础。     

Cultivating creative thinking in engineering student teams: Can a computer-mediated virtual laboratory help?

In engineering design, engineers must be able to think creatively, effectively toggling between divergent thinking (developing multiple novel ideas) and convergent thinking (pursuing an appropriate idea using engineering analyses). However, creative thinking is not emphasized in many undergraduate engineering programs. In this empirical study, we analyze the divergent thinking of teams working on a virtual laboratory project. Fifteen student teams' solution paths–as represented by Model Maps–were analyzed to characterize and compare the various elements of divergent thinking: fluency, flexibility, and originality. The solution paths of these teams were compared in two physical laboratory projects and to experts completing the same virtual laboratory project. We found that students demonstrated more divergent thinking in the virtual laboratory project than in the physical laboratory projects; yet, divergent thinking and quality of solution did not correlate. There was little difference between measured elements of divergent thinking between student teams and experts.     

Logo building blocks: Student teachers using computer-based mathematics apparatus

We describe experiments in which student teachers, who have been identified by their college of education as needing mathematical help, undertook a computer-based elementary maths course. Our objectives were to assess the effect of this work on the students' mathematical performance and attitude.The students were given hands-on experience of the programming language LOGO, which included both writing simple programs and running pre-defined procedures, such as those for illustrating the multiplication of fractions pictorially. The computer was used as a piece of mathematics apparatus with which the students could experiment: it did not take any tutorial or managerial role.A variety of mathematics performance and attitude tests were administered pre and post, and the results are described and analysed. Some evidence for the success of the approach is shown, though the experiments underline the enormous difficulty of helping this kind of student.     

Computer-assisted instruction in chemistry at syracuse university: An overview

A series of highly interactive computer teaching programs for drilling, tutoring, and supplementing laboratory work have been developed for use in undergraduate chemistry courses at Syracuse University. The programs are adaptable to individual student requirements both in content and pacing, either automatically through decisions the computer makes based on student performance, or under user control through student decisions to review, repeat, or skip a subject area. Some of the programs are capable of considerable detailed analyses of student input aside from dealing with the basic subject matter. The programs include: Symbols of the Elements Drill which automatically biases itself to drill the user most frequently on the material with which he is least familiar; a Tutorial Program in pH and Logarithms; a package of programs in Electronics, Spectroscopy and Gas Chromatography designed to supplement an upper level course in Chemical Instrumentation; a Computer-Enhanced Laboratory Determination of Absolute Zero for freshmen students in a chemistry course for nonscience majors which involves the students in actual data taking and handling of apparatus in the laboratory prior to use of the computer to simulate the experiment in detail in varying the experimental parameters beyond the physical and time limits possible in the laboratory; and a Computer-Administered Examination which is given and graded on-line.Our experience with computer-assisted instruction (CAI) have convinced us not only that the computer is a valuable learning tool, but that its potential as such generally has not been given adequate recognition in view of our expectation that computers will become involved significantly in the teaching process in undergraduate curricula in the future.     

Incorporating Automation in Undergraduate Laboratories

Automated techniques and philosophies, which have become increasingly important in modern laboratories, are not traditionally covered in undergraduate chemistry curricula. To this end, we have been incorporating automated sample preparation methods using standard robotic workstations in our undergraduate analytical chemistry laboratory. Using a Benchmate™ II Workstation, an automated method has been developed and implemented for the solid phase extraction of capsaicins from commercial hot pepper sauces prior to liquid chromatographic analysis. This paper reports on pedagogical aspects of incorporating automation into the undergraduate curriculum as well as results obtained for manual and automated extractions conducted by students.     

Technology use,self-directed learning,student engagement and academic performance: Examining the interrelations

The widespread technology use among current college and university students has made higher educational institutions worldwide acknowledge the need of incorporating it in teaching and learning for explicit reasons. But does access and usage of technology enhance academic performance and foster student engagement in reality? Researches in the last over two decades have conjectured both the positive and negative outcomes of the students’ continuous interface with technology. Student engagement and self-directed learning (SDL) are the two other themes that have independently attracted considerable interest of researchers, ascribable to the explicit and implicit assertions that both are related to the academic success. Additionally, the relationship of technology use with these two academic behaviors have also been investigated although not very extensively. The current study aimed to inspect a path model with technology use, student engagement, self-directed learning and academic performance among undergraduate students. 761 students responded to an online survey comprising three scales: Media and Technology Usage and Attitude Scale (MTUAS), Self-Rating Scale of Self-Directed Learning (SRSSDL), and student version of Utrecht’s Work Engagement Scale (UWES-S). The results showed that use of technology has a direct positive relationship with students’ engagement and self-directed learning, however, no significant direct effect was found between technology use and academic performance. The findings point towards the complex interchange of relationships of the students’ technology use with student engagement, self-directed learning and academic performance. The implications and future research directions are discussed.     

基于ZigBee无线传感器网络的实验室智能教学系统

针对教育中由于缺乏记录数据而无法分析学生成绩导致在动手能力经验培养上花费太高的问题,设计了一种基于ZigBee无线传感网络的实验室智能教学系统。首先,基于嵌入式操作系统TinyOS设计了无线传感网络节点;然后,设计了采集仪和协调器;最后,利用本文设计的系统对80名学生进行了实验,实验及分析结果表明,无线传感器网络学习环境明显有助于实验课程,学生成绩有了明显提高,相比高分组学生,低分组学生的成绩提高更为明显。     

Software verification and graph similarity for automated evaluation of students’ assignments

ContextThe number of students enrolled in universities at standard and on-line programming courses is rapidly increasing. This calls for automated evaluation of students assignments.ObjectiveWe aim to develop methods and tools for objective and reliable automated grading that can also provide substantial and comprehensible feedback. Our approach targets introductory programming courses, which have a number of specific features and goals. The benefits are twofold: reducing the workload for teachers, and providing helpful feedback to students in the process of learning.MethodFor sophisticated automated evaluation of students’ programs, our grading framework combines results of three approaches (i) testing, (ii) software verification, and (iii) control flow graph similarity measurement. We present our tools for software verification and control flow graph similarity measurement, which are publicly available and open source. The tools are based on an intermediate code representation, so they could be applied to a number of programming languages.ResultsEmpirical evaluation of the proposed grading framework is performed on a corpus of programs written by university students in programming language C within an introductory programming course. Results of the evaluation show that the synergy of proposed approaches improves the quality and precision of automated grading and that automatically generated grades are highly correlated with instructor-assigned grades. Also, the results show that our approach can be trained to adapt to teacher’s grading style.ConclusionsIn this paper we integrate several techniques for evaluation of student’s assignments. The obtained results suggest that the presented tools can find real-world applications in automated grading.     

高职高专Java程序设计课程教学研究

Java程序设计语言是现今比较流行的编程语言,如何对高职高专的学生讲授这门语言,是研究的主要问题。首先论述了高职高专的教学特点,然后根据特点,从三个方面对教学实施过程进行论述。包括基础课程学习的研究,教学教法的引导,以及如何提高学生的学习积极性。最后对论点进行了总结。     

The use of a computer tutorial as a replacement for human tuition in a mastery learning strategy

Computer Assisted Learning (CAL) is a traditional activity in tertiary education. Few available CAL programs exhibit user friendliness and most are complex simulation or modelling programs not primarily designed as instructional programs. Authoring languages are designed to enable teachers to write instructional programs without the need to learn computer languages. This investigation reports upon the use of a tutorial program written in the authoring language “STAF2” to replace human tuition as part of a mastery learning experience in undergraduate biology. A similar mastery learning experience, taught identically to both student groups served as a control. All learning was assessed cognitively in terms of Bloom's Taxonomy of Educational Objectives and the results compared between the human-taught and STAF2-taught groups. All learning experiences resulted in the majority of students attaining mastery. The students taught by the STAF2 computer program attained significantly higher scores for retention of knowledge, its application and evaluation when compared with those taught by a human teacher. Whilst there was no significant difference between the groups in terms of comprehension, analysis and synthesis, the mean scores and the percentage of students attaining mastery after computer tuition was higher than the human taught group. The implications of these results are discussed.     

C语言程序设计教学改革与实践

C语言作为人机交互的一种重要工具,在IT领域中具有举足轻重的作用;同时,C语言一般也是IT类学生学习高级程序设计的首选语言,其掌握程度直接影响到学生程序素养的培养和学习兴趣的提高。笔者根据自己长期C语言程序设计课程教学的体会,结合当前新的教学环境,指出在该门课程的教学改革中存在一些误区,并针对这些问题就如何提高教学效果提出了许多的建议。     

独立学院Java课堂教学方法的研究和探讨

Java课堂教学效果直接影响到学生程序设计能力培养和学习兴趣。针对独立院校学生特点,结合多年的Java教学经验,提出课堂上采用暗示法,不断调动学生的学习兴趣,使用即时编程的手段,将Java知识的学习融入到实例中,提高学生学习语言的兴趣,培养学生的编程思维能力。综合其他教学手段,把继续学习Java的知识能力作为最终教学目标,使整个课堂教学效果达到最优化。