Pub Date : 2012-10-03DOI: 10.1109/FIE.2012.6462463
J. Kypuros, C. Tarawneh, H. Vasquez, M. Knecht, R. Wrinkle
Students notoriously struggle with common misconceptions in Engineering Mechanics curriculum that negatively impact later courses in Mechanical Engineering and related disciplines. Moreover, traditional, lecture-based curriculum for Statics and Dynamics does not promote sustained student engagement. This paper presents a series of Guided Discovery modules that target key concepts. Guided Discovery is a methodology that borrows aspects of challenge-based instruction and discovery learning. The method is designed to facilitate students paths to discovery of key concepts that are often misinterpreted or not readily mastered. This is accomplished by facilitating students timely discovery of the underlying fundamentals through physical or virtual interaction with Statics and Dynamics challenges. The key difficulty to insuring positive impact on concept mastery is sustaining student engagement throughout the process. When students actively participate in every step, there is a significant improvement on comprehension and retention of commonly misinterpreted concepts. In this paper the authors summarize existing modules and present some of the results. Additionally, the authors detail typical shortcomings that resulted in early implementations of the modules and strategies for overcoming those shortcomings.
{"title":"Lessons learned implementing and optimizing Guided Discovery modules","authors":"J. Kypuros, C. Tarawneh, H. Vasquez, M. Knecht, R. Wrinkle","doi":"10.1109/FIE.2012.6462463","DOIUrl":"https://doi.org/10.1109/FIE.2012.6462463","url":null,"abstract":"Students notoriously struggle with common misconceptions in Engineering Mechanics curriculum that negatively impact later courses in Mechanical Engineering and related disciplines. Moreover, traditional, lecture-based curriculum for Statics and Dynamics does not promote sustained student engagement. This paper presents a series of Guided Discovery modules that target key concepts. Guided Discovery is a methodology that borrows aspects of challenge-based instruction and discovery learning. The method is designed to facilitate students paths to discovery of key concepts that are often misinterpreted or not readily mastered. This is accomplished by facilitating students timely discovery of the underlying fundamentals through physical or virtual interaction with Statics and Dynamics challenges. The key difficulty to insuring positive impact on concept mastery is sustaining student engagement throughout the process. When students actively participate in every step, there is a significant improvement on comprehension and retention of commonly misinterpreted concepts. In this paper the authors summarize existing modules and present some of the results. Additionally, the authors detail typical shortcomings that resulted in early implementations of the modules and strategies for overcoming those shortcomings.","PeriodicalId":120268,"journal":{"name":"2012 Frontiers in Education Conference Proceedings","volume":"107 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131758964","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2012-10-03DOI: 10.1109/FIE.2012.6462431
N. Fila, William P. Myers, Ş. Purzer
Innovation is defined in diverse ways in the literature and often assessed in ways synonymous with creativity. As these arguments continue it is also important to identify student perspectives. In this pilot study, we examine how engineering students define innovation. Fifty-four first-year engineering students were asked to define innovation in an open response survey. Their answers were first reviewed to identify emerging patterns and then a detailed coding method was used to categorize students' responses. The analysis examined students' focus on feasibility, desirability, and viability as well as other important aspects of innovative design. The findings from this open-ended survey will be used to develop an assessment tool that is easy to administer and score.
{"title":"Work in progress: How engineering students define innovation","authors":"N. Fila, William P. Myers, Ş. Purzer","doi":"10.1109/FIE.2012.6462431","DOIUrl":"https://doi.org/10.1109/FIE.2012.6462431","url":null,"abstract":"Innovation is defined in diverse ways in the literature and often assessed in ways synonymous with creativity. As these arguments continue it is also important to identify student perspectives. In this pilot study, we examine how engineering students define innovation. Fifty-four first-year engineering students were asked to define innovation in an open response survey. Their answers were first reviewed to identify emerging patterns and then a detailed coding method was used to categorize students' responses. The analysis examined students' focus on feasibility, desirability, and viability as well as other important aspects of innovative design. The findings from this open-ended survey will be used to develop an assessment tool that is easy to administer and score.","PeriodicalId":120268,"journal":{"name":"2012 Frontiers in Education Conference Proceedings","volume":"94 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134203609","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2012-10-03DOI: 10.1109/FIE.2012.6462452
O. Lawanto, H. Santoso
The major aim of this research was to develop new instructional materials and strategies to support engineering students, who are not electrical engineering majors, to learn electric circuit concepts. The study focused on activity Phase #3 of the Work in Progress paper presented at the 41st Frontiers in Education conference. The implementation of this phase included: (1) implementing enhanced guided-notes (EGN) with a collaborative note-taking effort; and (2) evaluating students' notes shared in collaborative notebooks. Selected students were provided an iPad 2™ and an application which allowed editing of the EGN, while other students were provided hard copies of the different sets throughout the semester. Furthermore, students were asked to complete online social networking surveys at the beginning and end of the semester. The instructor developed EGN to facilitate note-taking and note-sharing during the semester. An online repository system was created to allow iPad-groups of students to complete and edit EGNs that were created to facilitate note-sharing submission. Students worked in groups of three or four to complete the EGN and self-evaluation sections beginning in EGN 6 and continuing to EGN 11.
{"title":"Work in progress: Implementation of enhanced guided notes and collaborative note-taking in learning electric circuit concepts","authors":"O. Lawanto, H. Santoso","doi":"10.1109/FIE.2012.6462452","DOIUrl":"https://doi.org/10.1109/FIE.2012.6462452","url":null,"abstract":"The major aim of this research was to develop new instructional materials and strategies to support engineering students, who are not electrical engineering majors, to learn electric circuit concepts. The study focused on activity Phase #3 of the Work in Progress paper presented at the 41st Frontiers in Education conference. The implementation of this phase included: (1) implementing enhanced guided-notes (EGN) with a collaborative note-taking effort; and (2) evaluating students' notes shared in collaborative notebooks. Selected students were provided an iPad 2™ and an application which allowed editing of the EGN, while other students were provided hard copies of the different sets throughout the semester. Furthermore, students were asked to complete online social networking surveys at the beginning and end of the semester. The instructor developed EGN to facilitate note-taking and note-sharing during the semester. An online repository system was created to allow iPad-groups of students to complete and edit EGNs that were created to facilitate note-sharing submission. Students worked in groups of three or four to complete the EGN and self-evaluation sections beginning in EGN 6 and continuing to EGN 11.","PeriodicalId":120268,"journal":{"name":"2012 Frontiers in Education Conference Proceedings","volume":"68 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129078698","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2012-10-03DOI: 10.1109/FIE.2012.6462254
Elaine H. T. Oliveira, Erika H. Nozawa, K. T. Lucena, Walfredo Lucena Filho
The Amazon region is characterized by its low population density, with one large city, the capital Manaus, and the remainder of its population distributed in small and less economically developed towns. Most of these towns suffer from huge geographic isolation, as these are scattered in the forest and their access are only through rivers. With all these difficulties, taking education to this population consists of a real and daily challenge. To provide an opportunity for students of this region to enter into an upper-level course, one of the solutions devised by the Federal University of Amazonas, through its Center for Distance Education (CDE) was the creation of undergraduate courses in non-face mode. CDE project consisted of organizing headquarters, called poles, to receive courses in Administration, Public Administration, Fine Arts, Biology, Agricultural Sciences and Physical Education. This paper describes this educational experience and presents the structure of the pedagogical model supported by technology (PMT) which allows this scenario to become reality. The innovation of this model is to allow the 1,618 students, distributed in 17 different poles, assisted by CDE, to keep pace with their course through a structure of logistical and technological support adapted to their reality. Resources offered by a Course Management System (CMS), tutors and other specialized tools that support off-line activities make it possible for higher education to reach the most remote regions of Amazon.
{"title":"Distance education with remote poles: An example from the Amazon region","authors":"Elaine H. T. Oliveira, Erika H. Nozawa, K. T. Lucena, Walfredo Lucena Filho","doi":"10.1109/FIE.2012.6462254","DOIUrl":"https://doi.org/10.1109/FIE.2012.6462254","url":null,"abstract":"The Amazon region is characterized by its low population density, with one large city, the capital Manaus, and the remainder of its population distributed in small and less economically developed towns. Most of these towns suffer from huge geographic isolation, as these are scattered in the forest and their access are only through rivers. With all these difficulties, taking education to this population consists of a real and daily challenge. To provide an opportunity for students of this region to enter into an upper-level course, one of the solutions devised by the Federal University of Amazonas, through its Center for Distance Education (CDE) was the creation of undergraduate courses in non-face mode. CDE project consisted of organizing headquarters, called poles, to receive courses in Administration, Public Administration, Fine Arts, Biology, Agricultural Sciences and Physical Education. This paper describes this educational experience and presents the structure of the pedagogical model supported by technology (PMT) which allows this scenario to become reality. The innovation of this model is to allow the 1,618 students, distributed in 17 different poles, assisted by CDE, to keep pace with their course through a structure of logistical and technological support adapted to their reality. Resources offered by a Course Management System (CMS), tutors and other specialized tools that support off-line activities make it possible for higher education to reach the most remote regions of Amazon.","PeriodicalId":120268,"journal":{"name":"2012 Frontiers in Education Conference Proceedings","volume":"91 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134241172","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2012-10-03DOI: 10.1109/FIE.2012.6462297
Joseph Idziorek, Julie A. Rursch, D. Jacobson
Society's dependency on information technology has drastically outpaced educational curricula and the opportunities that universities and higher education institutes provide to students from both technical (e.g., computer engineering, computer science) and non-technical majors. To increase the opportunities for all students to learn how protect themselves as individuals and others as professionals from numerous cyber threats the focus of this work is to identify gaps in engineering curricula and present novel approaches to fulfill the growing and diverse needs of cyber security education. The overall objective of this paper is to make security education accessible, relevant, and tangible across educational curricula, as well as to provide the framework to extend these efforts beyond university classrooms and into community colleges and high schools. While the predominant focus, research, and innovative practices in the area of cyber security have focused on technical students at the university level, this work instead concentrates on the demographic of students that desire to learn about cyber security without having to major in computer engineering, for example. In this paper we present a three-tiered framework that provides breadth and depth to security education across multiple education levels. This all-encompassing framework for security education includes providing (1) formal literacy-based training for students of all backgrounds, (2) inquiry-based learning through security- and technically-focused student groups and activities, and (3) classical technical·based initiatives. For each of these respective areas, previous research and efforts are discussed as well as the innovative practices that we have developed to address identified educational gaps.
{"title":"Security across the curriculum and beyond","authors":"Joseph Idziorek, Julie A. Rursch, D. Jacobson","doi":"10.1109/FIE.2012.6462297","DOIUrl":"https://doi.org/10.1109/FIE.2012.6462297","url":null,"abstract":"Society's dependency on information technology has drastically outpaced educational curricula and the opportunities that universities and higher education institutes provide to students from both technical (e.g., computer engineering, computer science) and non-technical majors. To increase the opportunities for all students to learn how protect themselves as individuals and others as professionals from numerous cyber threats the focus of this work is to identify gaps in engineering curricula and present novel approaches to fulfill the growing and diverse needs of cyber security education. The overall objective of this paper is to make security education accessible, relevant, and tangible across educational curricula, as well as to provide the framework to extend these efforts beyond university classrooms and into community colleges and high schools. While the predominant focus, research, and innovative practices in the area of cyber security have focused on technical students at the university level, this work instead concentrates on the demographic of students that desire to learn about cyber security without having to major in computer engineering, for example. In this paper we present a three-tiered framework that provides breadth and depth to security education across multiple education levels. This all-encompassing framework for security education includes providing (1) formal literacy-based training for students of all backgrounds, (2) inquiry-based learning through security- and technically-focused student groups and activities, and (3) classical technical·based initiatives. For each of these respective areas, previous research and efforts are discussed as well as the innovative practices that we have developed to address identified educational gaps.","PeriodicalId":120268,"journal":{"name":"2012 Frontiers in Education Conference Proceedings","volume":"127 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134439397","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2012-10-03DOI: 10.1109/FIE.2012.6462500
Aidsa I. Santiago-Román, Arturo Ponce, Dazhi Yang, Alejandra J. Magana, R. Streveler, Ronald L. Miller
Previous studies indicated that misconceptions related to heat transfer, fluid mechanics, and thermodynamics, persist among engineering juniors and seniors even after they completed college-level courses in these subjects. Researchers have proposed an innovative instructional approach, the ontological schema training method, which helps students develop appropriate schemas or conceptual frameworks for learning difficult science concepts. Three online training modules were designed to help engineering students develop appropriate schemas in heat transfer, diffusion and microfluidics. The effectiveness of these modules was examined with two different student populations from two different universities (US and Hispanic). At each institution, participants were assigned randomly to a control or experimental group. The treatment for each group at both institutions was exactly the same. Preliminary results indicated a mixed effectiveness of the training modules among these populations.
{"title":"A cross-cultural comparison study: The effectiveness of schema training modules among Hispanic students","authors":"Aidsa I. Santiago-Román, Arturo Ponce, Dazhi Yang, Alejandra J. Magana, R. Streveler, Ronald L. Miller","doi":"10.1109/FIE.2012.6462500","DOIUrl":"https://doi.org/10.1109/FIE.2012.6462500","url":null,"abstract":"Previous studies indicated that misconceptions related to heat transfer, fluid mechanics, and thermodynamics, persist among engineering juniors and seniors even after they completed college-level courses in these subjects. Researchers have proposed an innovative instructional approach, the ontological schema training method, which helps students develop appropriate schemas or conceptual frameworks for learning difficult science concepts. Three online training modules were designed to help engineering students develop appropriate schemas in heat transfer, diffusion and microfluidics. The effectiveness of these modules was examined with two different student populations from two different universities (US and Hispanic). At each institution, participants were assigned randomly to a control or experimental group. The treatment for each group at both institutions was exactly the same. Preliminary results indicated a mixed effectiveness of the training modules among these populations.","PeriodicalId":120268,"journal":{"name":"2012 Frontiers in Education Conference Proceedings","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132030469","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2012-10-03DOI: 10.1109/FIE.2012.6462347
M. Lande
This work investigates affordances of co-working, collaboratory spaces in support of engineering design student design teams. A framework for establishing such spaces is presented adapting a set of design axioms: design is a social activity, preserve ambiguity and all design is redesign. Student reflections are used to illustrate these design principles and example spaces are described in brief.
{"title":"Work in progress: Making Room: Creating design spaces for design practice","authors":"M. Lande","doi":"10.1109/FIE.2012.6462347","DOIUrl":"https://doi.org/10.1109/FIE.2012.6462347","url":null,"abstract":"This work investigates affordances of co-working, collaboratory spaces in support of engineering design student design teams. A framework for establishing such spaces is presented adapting a set of design axioms: design is a social activity, preserve ambiguity and all design is redesign. Student reflections are used to illustrate these design principles and example spaces are described in brief.","PeriodicalId":120268,"journal":{"name":"2012 Frontiers in Education Conference Proceedings","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131809134","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2012-10-03DOI: 10.1109/FIE.2012.6462425
M. Hsu
With challenges engineering education faces in meeting societal needs, learning in an interdisciplinary setting has the potential to provide engineering students with opportunities to consider alternative perspectives and engage in deep learning approaches. Few empirical studies have explored interdisciplinary learning situated in other learning literature. This work-in-process explores the variance of students' experience of interdisciplinary settings. A phenomenographic framework is used to guide the methodology of the study. Maximum variation sampling is employed when collecting data using semi-structured interviews with 20-30 engineering students about their concrete experience of interdisciplinary learning. The literature and research on interdisciplinarity as well as adult learning inform the construction of the phenomenographic study and will provide ways to interpret and situate the results. The interpretive framework includes elements from theories of transformative learning, encountering others, and interdisciplinary topology.
{"title":"Work in progress: Phenomenographic perspective on engineering students' experience of interdisciplinary learning","authors":"M. Hsu","doi":"10.1109/FIE.2012.6462425","DOIUrl":"https://doi.org/10.1109/FIE.2012.6462425","url":null,"abstract":"With challenges engineering education faces in meeting societal needs, learning in an interdisciplinary setting has the potential to provide engineering students with opportunities to consider alternative perspectives and engage in deep learning approaches. Few empirical studies have explored interdisciplinary learning situated in other learning literature. This work-in-process explores the variance of students' experience of interdisciplinary settings. A phenomenographic framework is used to guide the methodology of the study. Maximum variation sampling is employed when collecting data using semi-structured interviews with 20-30 engineering students about their concrete experience of interdisciplinary learning. The literature and research on interdisciplinarity as well as adult learning inform the construction of the phenomenographic study and will provide ways to interpret and situate the results. The interpretive framework includes elements from theories of transformative learning, encountering others, and interdisciplinary topology.","PeriodicalId":120268,"journal":{"name":"2012 Frontiers in Education Conference Proceedings","volume":"123 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133877558","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2012-10-03DOI: 10.1109/FIE.2012.6462238
Anne-Kathrin Peters, A. Pears
Low enrollment and high drop-out rates in computer science (CS) have led to an alarming decrease in number of graduates in western countries. What are students' learning experiences, how do these affect their attitudes towards learning CS? This question was explored by investigating diverse students, of a broad study program with courses in humanities and technology, at the end of an introductory course in CS (CS1), which has been designed to enhance students' engagement. The results of a first questionnaire were remarkably positive: All students reflected their experiences as overall positive. Almost half of the students stated, that they had been skeptical towards learning CS before the course. All of these students described positive transformations of attitudes. These results provided an interesting starting point for further research using interviews: What exactly have these students experienced and how do they reason about future engagement? We point out students' experiences that were crucial for a positive transformation of attitudes as well as critical aspects in students' reasoning on future engagement in CS.
{"title":"Students' experiences and attitudes towards learning computer science","authors":"Anne-Kathrin Peters, A. Pears","doi":"10.1109/FIE.2012.6462238","DOIUrl":"https://doi.org/10.1109/FIE.2012.6462238","url":null,"abstract":"Low enrollment and high drop-out rates in computer science (CS) have led to an alarming decrease in number of graduates in western countries. What are students' learning experiences, how do these affect their attitudes towards learning CS? This question was explored by investigating diverse students, of a broad study program with courses in humanities and technology, at the end of an introductory course in CS (CS1), which has been designed to enhance students' engagement. The results of a first questionnaire were remarkably positive: All students reflected their experiences as overall positive. Almost half of the students stated, that they had been skeptical towards learning CS before the course. All of these students described positive transformations of attitudes. These results provided an interesting starting point for further research using interviews: What exactly have these students experienced and how do they reason about future engagement? We point out students' experiences that were crucial for a positive transformation of attitudes as well as critical aspects in students' reasoning on future engagement in CS.","PeriodicalId":120268,"journal":{"name":"2012 Frontiers in Education Conference Proceedings","volume":"49 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122304123","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2012-10-03DOI: 10.1109/FIE.2012.6462263
H. Freitas
Parallel programming is an important issue for current multi-core processors and necessary for new generations of many-core architectures. This includes processors, computers, and clusters. However, the introduction of parallel programming in undergraduate courses demands new efforts to prepare students for this new reality. This paper describes an experiment on a traditional Computer Science course during a two-year period. The main focus is the question of when to introduce parallel programming models in order to improve the quality of learning. The goal is to propose a method of introducing parallel programming based on OpenMP (a shared-variable model) and MPI (a message-passing model). Results show that when the OpenMP model is introduced before the MPI model the best results are achieved. The main contribution of this paper is the proposed method that correlates several concepts such as concurrency, parallelism, speedup, and scalability to improve student motivation and learning.
{"title":"Introducing parallel programming to traditional undergraduate courses","authors":"H. Freitas","doi":"10.1109/FIE.2012.6462263","DOIUrl":"https://doi.org/10.1109/FIE.2012.6462263","url":null,"abstract":"Parallel programming is an important issue for current multi-core processors and necessary for new generations of many-core architectures. This includes processors, computers, and clusters. However, the introduction of parallel programming in undergraduate courses demands new efforts to prepare students for this new reality. This paper describes an experiment on a traditional Computer Science course during a two-year period. The main focus is the question of when to introduce parallel programming models in order to improve the quality of learning. The goal is to propose a method of introducing parallel programming based on OpenMP (a shared-variable model) and MPI (a message-passing model). Results show that when the OpenMP model is introduced before the MPI model the best results are achieved. The main contribution of this paper is the proposed method that correlates several concepts such as concurrency, parallelism, speedup, and scalability to improve student motivation and learning.","PeriodicalId":120268,"journal":{"name":"2012 Frontiers in Education Conference Proceedings","volume":"52 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117160822","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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