A Study Of Freshmen Students’ Outlook To Media Based Tutorials Of Matlab/Java In Computing For Engineers

Thomassian, Jean Claude; Kumazawa, Risa; Kinnicutt, Patrick

doi:10.18260/1-2--2775

Cited by 3 publications

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“…al., 2001;Dunne et. al., 2005;Naraghi and Litkouhi, 2001;Shiavi and Brodersen, 2002;Thomassian et. al., 2007)?…”

Section: Introductionmentioning

confidence: 99%

Coding to Think: Teaching Algorithmic Thinking from Idea to Code

Tranquillo¹

2015

Journal of Engineering Education Transformations

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Engineering computing is a topic that nearly all engineering departments include in their curricula. Yet, the pedagogical goals of a computing course are necessarily split between code as a means of learning higher level math, code as a specific tool in design and research, and code as a way to learn algorithmic thinking. Learning more advanced applied math is typically learned through the traditional lecture/homework/test format, whereas learning the syntax of a particular language is most often taught through short programming assignments. This paper introduces Coding to Think as a way to teach algorithmic thinking that builds off of the Writing to Think movement in the Humanities. This technique is very well suited to long-term proj ects as it provides an opportunity to focus on deeper and more complex algorithmic thinking. The semester-long project presented is motivated by three guiding learning outcomes: 1) To program at a level of complexity that requires planning, iteration, encapsulation and documentation, 2) To move from Idea to Code (a phrase that is mentioned in class at least once a week) and 3) To articulate and put into practice the power of a computing language that can do more than a calculator or Excel. The seven project assignments that lead students from an initial idea to final code are detailed, as well as an assessment of outcomes, student and faculty comments, suggested improvements and adaptations and ABET assessment measures.

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“…al., 2001;Dunne et. al., 2005;Naraghi and Litkouhi, 2001;Shiavi and Brodersen, 2002;Thomassian et. al., 2007)?…”

Section: Introductionmentioning

confidence: 99%

Coding to Think: Teaching Algorithmic Thinking from Idea to Code

Tranquillo¹

2015

Journal of Engineering Education Transformations

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Interactive learning modules for innovative pedagogy in circuits and electronics

Thomassian

Desai

2008

2008 38th Annual Frontiers in Education Conference

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-Students, mainly non-electrical engineering majors, struggle in understanding the Principles of Electrical Engineering course. Some student struggle is probably due to 1) non-electrical engineering majors consider this course to be non essential, since it is not related to their majors, 2) have difficulty to picture how electric circuits work, and 3) lack of background in electrical engineering. To overcome these struggles, interactive learning modules are created. The revised studio format encourages students to learn by doing, not just listening, and to improve student understanding of difficult concepts. Initial experiences by both faculty and students have been positive.

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A Semester-Long Student-Driven Computational Project

Tranquillo¹

2011 ASEE Annual Conference &Amp; Exposition Proceedings

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A Study Of Freshmen Students’ Outlook To Media Based Tutorials Of Matlab/Java In Computing For Engineers

Cited by 3 publications

References 1 publication

Coding to Think: Teaching Algorithmic Thinking from Idea to Code

Coding to Think: Teaching Algorithmic Thinking from Idea to Code

Interactive learning modules for innovative pedagogy in circuits and electronics

A Semester-Long Student-Driven Computational Project

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