EPICS: A Service Learning Program at Butler University

In this paper we present our experiences teaching EPICS (Engineering Projects In Community Service) at Butler University, a small, private university, from within the Department of Computer Science and Software Engineering. The EPICS program began at Purdue University in 1995. The idea behind EPICS is to have undergraduate students earn college credit for working on long-term, multi-semester projects to benefit charity and non-profit organizations. The projects are student-driven, under faculty supervision. There are many good reasons for having an EPICS program in an undergraduate computer science major. It is excellent for leveraging knowledge from other areas of computer science such as databases, networks, operating systems, and of course software engineering. The students are highly motivated because the project is real: there are real clients who use the software, making the software lifecycle come to life. Students practice teamwork, project management, professionalism, and communication skills. In our paper, we share feedback from our students on what EPICS means to them. At Butler, EPICS has been a success. Our EPICS program started in the Fall 2001 semester. We now have two ongoing projects: Spanish-In-Action (SIA), with Spanish middle school teachers from Crispus Attuchs Middle School in Indianapolis as clients, and Social Assets and Vulnerabilities Indicators (SAVI), with the POLIS Center at IUPUI as the client. We describe both projects in some detail in our paper. EPICS currently counts towards both the computer science major and the software engineering major as an elective at Butler. Our department has about 50 students and 4 full-time faculty, and each semester we have roughly 15 students enrolled in EPICS. We elaborate on how EPICS fits into our curriculum and provide details on how we deliver this course in our paper

Passing Partial Information among Bayesean and Boolean Frames

Conference PaperBiomedical Informatic

Costs and benefits of network based instruction at the Naval Postgraduate School

The Naval Postgraduate School's (NPS) Strategic Plan for 1998 addresses the significance of distant education in NPS's future. Network Based Instruction (NBI) utilizes new technology and the Internet to provide education at a distance. This thesis provides a framework which identifies the costs and benefits associated with converting, administering and maintaining a traditionally taught course using Network Based Instruction. Conversion, hardware, administration and maintenance costs to provide an NBI course are examined in the cost analysis section. The benefit analysis examines benefits of reduced NPS residency, a career learning continuum, online reference, and short course savings in addition to other intangible benefits. This study finds NBI to be a viable option for future learning at NPS. It is recommended that NPS proceed with conversion of courses into an NBI format Knowledge gained during conversion of initial courses will be instrumental in the subsequent design of efficient and effective distant education programshttp://www.archive.org/details/costsbenefitsofn00soreLieutenant, United States NavyApproved for public release; distribution is unlimited

National Collaborative Research on How Students Learn Integration: Final Report

A relational attachment model of how students learn integration at Rosemead and Fuller was replicated with clinical psychology doctoral students at George Fox University and Wheaton College (Illinois). Struc- tural equation modeling of multitrait-multimethod matrices tested how well faculty members could recognize what students readily identify in professors as most useful to students’ integration, and Latent Semantic Anal- ysis interpreted what students found most important

Behavioural and genetic evidence of a recent population switch to a novel host species in brood-parasitic indigobirds Vidua chalybeata

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/73593/1/j.1474-919X.2002.00065.x.pd

“Thank you, Marojejy:” affective learning outcomes of student participants in place-based field trips to Marojejy National Park

Evaluations of conservation education programmes are most often concerned within the cognitive domain, where logical learning takes place. In place-based education, emphasis is instead placed on learning in multiple domains, including the cognitive and affective domains. Here, we  quantitatively and qualitatively evaluate student learning in the affective domain following a series of short educational trips to Marojejy National  Park, Northeast Madagascar. Student responses to the prompt “write about your trip to Marojejy” were evaluated for content, including emotional  responses using cultural consensus, saliency scoring, and qualitative evaluation. The most salient term used in responses were “a good trip”. when  tested 1.5 to 2 weeks after their trip. Students wrote about the emotional impact of the trip in four out of five levels of the affective domain. Our findings highlight the value of place-based education for learning in the affective domain. We demonstrated that even over a brief period of three  days, placebased conservation education can have a marked impact on the values and emotions of participants. Les évaluations de programmes d’éducation en matière de préservation sont le plus souvent axées sur le domaine cognitif, là où s’effectue  l’apprentissage logique. Dans l’éducation effectuée sur place, l’accent est au contraire mis sur un apprentissage multidisciplinaire, qui inclut à la  fois les domaines cognitifs et affectifs. Ici, nous évaluons de façon quantitative et qualitative l’apprentissage des étudiants dans le domaine affectif  en suivant une série de brèves excursions à but éducatif au Parc national de Marojejy, dans le Nord-Est de Madagascar. Les réponses des étudiants  à l’instruction « Parlez-nous de votre excursion à Marojejy » ont fait l’objet d’une évaluation tenant également compte des aspects émotionnels, sur  la base du consensus culturel, du score de saillance et du point de vue qualitatif. L’expression la plus saillante utilisée dans les réponses a été «  bonne excursion » dans les tests effectués 1,5 à 2 semaines après leur retour. Les étudiants ont relaté l’impact émotionnel de l’excursion dans  quatre des cinq niveaux du domaine affectif. Nos résultats mettent en évidence la valeur d’une éducation sur place pour un apprentissage au  niveau affectif. Nous avons démontré que même après une brève période de trois jours, l’éducation en matière de préservation peut avoir,  lorsqu’elle est effectuée sur place, un impact significatif sur les valeurs et les émotions des participants