Model of using Google Apps in the blended learning of computer science for engineering students

Метою даного дослідження є проектування моделі використання Google Apps у комбінованому навчанні інформатики студентів інженерних спеціальностей. Завданнями дослідження: визначити сучасні вимоги до навчання інформатики студентів інженерних спеціальностей; обґрунтувати доцільність використання хмарних технологій у навчанні інформатики майбутніх інженерів; обрати хмарні засоби, що найбільш відповідають програмі навчання інформатики; розробити модель використання хмарних засобів у комбінованому навчанні інформатики студентів інженерних спеціальностей. Об’єкт дослідження: навчання інформатики студентів інженерних спеціальностей. Предмет дослідження: використання Google Apps у комбінованому навчанні інформатики студентів інженерних спеціальностей. В результаті дослідження обґрунтовано вибір Google Apps як провідного та системотвірного хмаро орієнтованого засобу навчання інформатики майбутніх інженерів, побудовано модель використання Google Apps у комбінованому навчанні інформатики студентів інженерних спеціальностей.. Research goal: to design model of using Google Apps in the blended learning of computer science for engineering students. The objectives of the study: to determine the current requirements for teaching computer science engineering students; to prove the feasibility of using cloud technology in computer science education of future engineers; choose cloud means best suited to science education program; develop a model using cloud-based tools in blended learning of computer science for engineering students. Object of study: learning of computer science for engineering students. Purpose of the study: use Google Apps in the blended learning of computer science for engineering students. In the studies of the choice of Google Apps as a leading cloud-based and systemic formative learning tool for future informatics engineers; design a model of using Google Apps in the blended learning of computer science for engineering students

Redesigning and restructuring CSE-110 based on interactive learning pedagogy

This thesis report is submitted in partial fulfillment of the requirements for the degree of Bachelor of Science in Computer Science and Engineering, 2007.Cataloged from PDF version of thesis report.Includes bibliographical references (page 26).Education involves two primary components: teaching and learning. To assess the quality of education, both of these aspects require examination. This thesis paper is the experimental methods of examining to determine the quality standards in education of the freshman Computer Science and Computer Science & Engineering course, CSE-110 that is a programming language. This pedagogy is student-directed, provides incentive and feedback during the learning process, and encourages the experiential development of a number of skills, including team-work, finding and digesting information, peer teaching (teach to others) and reflecting on the learning process. So our goal is to formulate a design of a traditional learning system that can encourage the accumulation of subject knowledge which is perceived to be relevant and that is digested or compiled and organized.Samera AfrogeB. Computer Science and Engineerin

HCI-E 2 : HCI Engineering Education

This workshop aims at identifying, examining, structuring and sharing educational resources and approaches to support the process of teaching/learning Human-Computer Interaction (HCI) Engineering. The broadening of the range of available interaction technologies and their applications, many times in safety and mission critical areas, to novel and less understood application domains, brings the question of how to address this ever-changing nature in university curricula usually static. Beyond, as these technologies are taught in diverse curricula (ranging from Human Factors and psychology to hardcore computer science), we are interested in what the best approaches and best practices are to integrate HCI Engineering topics in the curricula of programs in software engineering, computer science, human-computer interaction, psychology, design, etc. The workshop is proposed on behalf of the IFIP Working Groups 2.7/13.4 on User Interface Engineering and 13.1 on Education in HCI and HCI Curricula

Could your school have a STEM emphasis?

There are various descriptions of STEM (Science, Technology, Engineering and Mathematics education around the world. In the USA it includes the fields of Chemistry, Computer and Information Technology Science, Engineering, Geosciences, Life Sciences, Mathematical Sciences, Physics, and STEM Education and Learning Research. Partly differences in what is included in STEM arise due to different views of technology and the levels of integration of the subjects as they are combined or not, in curricula design. In the international arena, technology tends to be synonymous with ICT. In New Zealand, we have a separate subject domain called technology that includes design for innovation through technological practice, knowledge, and understanding about the nature of technology. Effective communication, including the use of information technology, collaboration, problem-solving, creative and critical thinking skills are fundamental to STEM

Introducing Preservice STEM Teachers to Computer Science: A Narrative of Theoretically Oriented Design

This paper narrates the process of designing a curricular unit that serves to introduce preservice science, technology, engineering, and mathematics (STEM) teachers to computer science (CS) education. Unlike most literature that focuses on results and findings, this paper explains how a justice-centered approach to CS education informed decisions about the theoretical underpinnings of curricular design choices. Situated in issues related to the gentrification of Austin, Texas, the described curricular unit explores how the increased use of CS and growth of the technology sector are having a direct impact on the historically marginalized residents of East Austin. Connected by a theme that maps are both a form of data visualization and political artifact, the described curricular unit uses CS as a tool to: critique the macro-ethics of politics and society; provide a CS learning environment that can be responsive to the multiple social identities of students; and connect CS to larger struggles for justice and liberation.Educatio

Actuated and Performative Architecture: Emerging Forms of Human-Machine Interaction

This Spool [CpA] #3 issue poses and attempts to answer questions on the nature of this intimate human-machine bond, encouraging the discussion of its potentials also in terms of individual and social resilience. This issue of Spool, moreover, attempts to explore the design of bio-cyber-physical systems, which requires integration of natural, physical, and virtual architectures with digital systems and social organizations. In designing interactions between the (augmented) human and cyber-physical environments, the collection and use of personal data, the management of a multi-layered design approach, and the ethics of such design activity require attention from experts in architectural design, interaction and UX design, civil and architectural engineering, mechanical and electrical engineering, computer and information science, sociology, psychology, education, ethics, philosophy, media arts, and science and technology studies. &nbsp

Development of A Bootcamp for Freshman Student Success During COVID-19 Transition

Results from assessment show that passing rates in introductory courses as well as retention rates of first-year students in the College of Engineering and Computer Science at a HSI significantly dropped with the advent of COVID-19. Such results and trends provide an overall perspective on the academic preparation of incoming students. There is a high concern that the necessary skill set (e.g., adaptability, persistence, and performance) of the new cohort of students, who are primarily underrepresented Hispanics from underserved and challenged communities from the Rio Grande Valley, is not optimal for the rigor of engineering education. To this end, an onboarding bootcamp for incoming and transfer students was created to bridge the transition from secondary education to higher education by priming students to overcome academic deficiencies, develop a critical skills portfolio, learn problem-solving techniques, build a sustainable community of mentoring support with faculty and students, and provide a template to sustain academic and professional success during their undergraduate education. The paper presents the bootcamps’ design process steps: curricular analysis, identification of areas of opportunities, skills inventory, and blueprinting process, as well as its initial implementation in the mechanical engineering program. In this regard, the bootcamp was organized over a week span with hands-on engineering activities, faculty and student talks, and engineering lab tours; and was based on a design thinking approach. Daily activities were structured based on Challenge-based Instruction, innovation, design, and mentoring, and focused primarily on promoting critical thinking, being assertive in the face of adversity, making informed decisions, and prioritizing tasks. Results indicate that the bootcamp increased student confidence and established a valuable network system amongst other findings. Future work will focus on expanding the bootcamp to include students from other engineering and computer science departments and to offer the template to other institutions with similar challenges

Curriculum Subcommittee Minutes, November 3, 2005

General Education Change to PF grade Department of Agricultural Systems Technology and Education Prerequisite Change Department of Animal, Dairy and Veterinary Sciences Change Multiple List Department of Nutrition and Food Sciences New Course Change Multiple List School of Accountancy Delete Course Department of Communicative Disorders and Deaf Education Credit Hour Change Department of Family, Consumer, and Human Development New Course Delete Course Department of Health, Physical Education and Recreation Delete Course Department of Special Education and Rehabilitation Credit Hour Change Title Change, Course Description Change Delete Course Department of Psychology Delete Course Department of Electrical and Computer Engineering University Studies Request Department of Mechanical and Aerospace Engineering Multiple List Change Department of English New Course Prerequisite Change Department of History New Course University Studies Request Interior Design Program New Course Department of Political Science New Course, New Prefix New Course Department of Sociology, Social Work and Anthropology New Course Department of Theatre Arts Prerequisite Change Course Number Change Department of Biology Change Multiple List Department of Computer Science Prerequisite Change Prerequisite Change, Course Description Change Other Suspending the enrollment in the Culinary Arts/Food Service Management Emphasis General Studies Major (BA or BS) Degree Establishing an interdisciplinary Undergraduate Minor in Latin American Studies Changing the name of Management Accounting Specialization in the Master of Accounting to Finance Prerequisites for Computer Science courses New PhD in Geology Curriculum Subcommittee Handbook draf

Development of A Bootcamp for Freshman Student Success During COVID-19 Transition

Results from assessment show that passing rates in introductory courses as well as retention rates of first-year students in the College of Engineering and Computer Science at a HSI significantly dropped with the advent of COVID-19. Such results and trends provide an overall perspective on the academic preparation of incoming students. There is a high concern that the necessary skill set (e.g., adaptability, persistence, and performance) of the new cohort of students, who are primarily underrepresented Hispanics from underserved and challenged communities from the Rio Grande Valley, is not optimal for the rigor of engineering education. To this end, an onboarding bootcamp for incoming and transfer students was created to bridge the transition from secondary education to higher education by priming students to overcome academic deficiencies, develop a critical skills portfolio, learn problem-solving techniques, build a sustainable community of mentoring support with faculty and students, and provide a template to sustain academic and professional success during their undergraduate education. The paper presents the bootcamps’ design process steps: curricular analysis, identification of areas of opportunities, skills inventory, and blueprinting process, as well as its initial implementation in the mechanical engineering program. In this regard, the bootcamp was organized over a week span with hands-on engineering activities, faculty and student talks, and engineering lab tours; and was based on a design thinking approach. Daily activities were structured based on Challenge-based Instruction, innovation, design, and mentoring, and focused primarily on promoting critical thinking, being assertive in the face of adversity, making informed decisions, and prioritizing tasks. Results indicate that the bootcamp increased student confidence and established a valuable network system amongst other findings. Future work will focus on expanding the bootcamp to include students from other engineering and computer science departments and to offer the template to other institutions with similar challenges