7,260 research outputs found

    A Data Science Course for Undergraduates: Thinking with Data

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    Data science is an emerging interdisciplinary field that combines elements of mathematics, statistics, computer science, and knowledge in a particular application domain for the purpose of extracting meaningful information from the increasingly sophisticated array of data available in many settings. These data tend to be non-traditional, in the sense that they are often live, large, complex, and/or messy. A first course in statistics at the undergraduate level typically introduces students with a variety of techniques to analyze small, neat, and clean data sets. However, whether they pursue more formal training in statistics or not, many of these students will end up working with data that is considerably more complex, and will need facility with statistical computing techniques. More importantly, these students require a framework for thinking structurally about data. We describe an undergraduate course in a liberal arts environment that provides students with the tools necessary to apply data science. The course emphasizes modern, practical, and useful skills that cover the full data analysis spectrum, from asking an interesting question to acquiring, managing, manipulating, processing, querying, analyzing, and visualizing data, as well communicating findings in written, graphical, and oral forms.Comment: 21 pages total including supplementary material

    Phylogenomic-Based Case Study: An Undergraduate Research Pedagogy at Kentucky State University, the Only Historically Black College and University in the Commonwealth of Kentucky

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    Currently the undergraduate biology curriculum at 2 and 4-year colleges especially in Historically Black Colleges and Universities (HBCUs) is undergoing a facelift by implementing a range of recommendations of committees on education. This has produced a demand to educate and train the current and future generation of undergraduates as scientists capable to perform modern biological research that is heavily dependent on genomic training, such as phylogenomics. It is our observation that the HBCUs may not have a strong infrastructure enough to meet this challenge without the development of vigorous research-based learning programs to complement the traditional lecture-only based configuration. In this case study, the first author undertook the objective to facilitate an undergraduate genomic research-pedagogy at the biology department in Kentucky State University, the only HBCU in the Commonwealth of Kentucky. The wet-lab activities in this NSF funded research project include molecular microbiology training in culturing bacteria, isolating DNA, performing PCR, cloning amplicons and analyzing the sequence data. The associated case-study subject was assessed in gaining of wet-lab skills, knowledge, application of protocols, analysis of results and impact on career choice. The results reveal an enhanced student confidence in handling of molecular techniques and positive admiration towards bioinformatics. It suggests that the wet-lab based research pedagogy could play a role in retention of students in biology. Although this case-study subject has appreciated the value of the phylogenomic approaches, a substantial and continual support is required to retain student interest especially institution like this HBCU

    Project-based Learning within a Large-Scale Interdisciplinary Research Effort

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    The modern engineering landscape increasingly requires a range of skills to successfully integrate complex systems. Project-based learning is used to help students build professional skills. However, it is typically applied to small teams and small efforts. This paper describes an experience in engaging a large number of students in research projects within a multi-year interdisciplinary research effort. The projects expose the students to various disciplines in Computer Science (embedded systems, algorithm design, networking), Electrical Engineering (circuit design, wireless communications, hardware prototyping), and Applied Physics (thin-film battery design, solar cell fabrication). While a student project is usually focused on one discipline area, it requires interaction with at least two other areas. Over 5 years, 180 semester-long projects have been completed. The students were a diverse group of high school, undergraduate, and M.S. Computer Science, Computer Engineering, and Electrical Engineering students. Some of the approaches that were taken to facilitate student learning are real-world system development constraints, regular cross-group meetings, and extensive involvement of Ph.D. students in student mentorship and knowledge transfer. To assess the approaches, a survey was conducted among the participating students. The results demonstrate the effectiveness of the approaches. For example, 70% of the students surveyed indicated that working on their research project improved their ability to function on multidisciplinary teams more than coursework, internships, or any other activity

    Breaking Boundaries in Computing in Undergraduate Courses

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    An important question in undergraduate curricula is that of incorporating computing into STEM courses for majors and non-majors alike. What does it mean to teach “computing” in this context? What are some of the benefits and challenges for students and instructors in such courses? This paper contributes to this important dialog by describing three undergraduate courses that have been developed and taught at Harvey Mudd College and Loyola Marymount University. Each case study describes the course objectives, implementation challenges, and assessments

    Undergraduate Education 2015

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    Table of Contents Research International Designhttps://digitalcommons.mtu.edu/engineering-magazine/1011/thumbnail.jp

    Location, Location, Location: Challenges of Outsourced Usability Evaluation

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    ABSTRACT BACKGROUND This position paper presents some of the challenges experienced in relation to an outsourced usability evaluation of commercial collaboration product, which we would like to raise in the Improving the Interplay between Usability Evaluation and User Interface Design workshop. The paper describes the context of the outsourced evaluation, three challenges of location, how the evaluation was carried out and reported. Finally, we outline some of the lessons learned. The product is being developed within a multi-national software product company based in the United States. Typical of this type of company, the product company has a multitude of existing and new products under development in various programs under aggressive time and resource constraints. The company has a strong commitment to being focused on the needs of customers in relation to their products and services. As such, the company has strong human computer interaction (HCI) skills supporting the development of user interfaces that are easy to use. However, the number of these resources is limited in relation to the number of projects and amount of HCI work required. As with many companies throughout the world, this product company is investigating an outsourcing model to support HCI requirements and in particular usability evaluation

    2013 Annual Report

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    Benchmark Portfolio for SOFT 261: Software Engineering IV

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    This benchmark portfolio documents the course objectives, teaching strategies, and assessments for the inaugural offering of SOFT 261: Software Engineering IV at the University of Nebraska-Lincoln (UNL). This is the final course in the core sequence of software engineering courses taken by students in the new undergraduate program in software engineering at UNL. These courses teach fundamental computer science concepts in the broader context of engineering software. As an ACE (Achievement-Centered Education) 2 course, the instructional material in SOFT 261 is focused on teaching visual communications skills in the context of applying software engineering processes to a real-world software project. This portfolio describes the course objectives and how this course fits into the broader context of software engineering education at UNL. It also describes the instructional strategies used to teach visual communications embedded in a software engineering course and the assessments used to evaluate student learning. This portfolio also analyzes student learning to assess the effectiveness of the teaching strategies and course materials. Finally, this portfolio reflects on the intellectual challenges of designing and teaching a visual communications course specifically for software engineering majors that incorporates team-based, hands-on learning working with and communicating with software developers on a large open-source project

    The Impact of Technology on Primary Education

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    Using technology and computer science to facilitate learning as well as its role within education is important to understand as technology plays a dominant role in daily life. The availability, affordability, and efficiency of technological devices and tools have benefited both students and educators. Technology usage has increased as students with learning disabilities use different technological devices to support their needs, as well as teachers using assistive devices to directly identify students’ needs. Additionally, with the integration of technology and educational applications with lessons or texts, teachers provide students the opportunity to expand their learning through different forms of media, and engages students who learn through various cognitive learning styles the opportunity to connect with information in their own way. What technology in the classroom ultimately provides students is the opportunity to explore autonomy within themselves, while still receiving the academic support and structure needed to succeed within education and prepare them for real-world experiences

    ACER Research Conference Proceedings (2016)

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    The focus of ACER’s Research Conference 2016 will be on what we are learning from research about ways of improving levels of STEM learning. Australia faces significant challenges in promoting improved science, technology, engineering and mathematics (STEM) learning in our schools. Research Conference 2016 will showcase research into what it will take to address these challenges, which include: the decline in Australian students’ mathematical and scientific ‘literacy’; the decline in STEM study in senior school; a shortage of highly qualified STEM subject teachers, and curriculum challenges. You will hear from researchers who work with teachers to engage students in studying STEM-related subjects, such as engineering in primary school, and science and maths at all levels. You will learn how to engage both girls and boys in STEM learning, through targeted teaching, activities like gaming, and applying learning from neuroscience
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