ASEE Computers in Education Journal

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Number 2

gruepr, a Software Tool for Optimally Partitioning Students onto Teams

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gruepr, a Software Tool for Optimally Partitioning Students onto Teams


1 Northeastern University, Boston, MA, 02115, USA

Abstract

Abstract—Choosing how to split a group of students into teams for project work can be a time-intensive task for an instructor. An instructor might have a complex set of parameters to optimize, perhaps desiring each team to have a certain number of times throughout the week where they can meet, while also seeking to create teams that are homogeneous in some characteristics and heterogeneous in other characteristics. Demographic composition may also be considered, and perhaps the instructor has certain students that must be placed on the same team or must be placed on different teams. Maybe teams will be formed several times, and no student should have the same teammate twice. A few software tools can be found in the literature to assist an instructor with this task, but few of them seem to be easily and freely accessible.

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Exploring Literate Programming in Electrical Engineering Courses

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DOI: 10.18260/1-1-118.1153-36157

Exploring Literate Programming in Electrical Engineering Courses

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1 Department of Electrical and Computer Engineering, Mississippi State University, Mississippi State, MS, USA
2 Department of Electrical and Computer Engineering, Tennessee Technological University Cookeville, TN, USA

Abstract

Knuth’s literate programming paradigm positions source code as a work of literature for which communication to a human is prioritized over communication to a computer. A primary pedagogical value of literate programming lies with the act of writing, especially good writing, leading to good thinking. Issues with early literate programming tool implementations plagued the classroom adoption of literate programming. Advances in technology have warranted a reinvestigation of the benefits of the paradigm. To complement existing inquiry of literate programming in computer programming courses, we investigate, “How can literate programming support student learning in microprocessors and digital system design courses?”

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Analysis of Aircraft Actuator Failures within an Undergraduate Experiential Learning Laboratory

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DOI: 10.18260/1-1-110.118.1153-36159

Analysis of Aircraft Actuator Failures within an Undergraduate Experiential Learning Laboratory


1 Mechanical and Aerospace Engineering, West Virginia University, Morgantown, West Virginia, 26506-6070, United States

Abstract

The design and implementation of an undergraduate laboratory is presented for the analysis of aircraft actuator failures through simulation. The laboratory was developed in the context of introducing aerospace engineering students to the practical implications of subsystem malfunctions on aircraft dynamics, performance, and control within the general framework of aircraft health management. However, the laboratory assignment can be a valuable addition to other courses in flight dynamics and controls. Advanced simulation tools are used to illustrate concepts and allow students to identify the dynamic fingerprint of aircraft actuator failures and investigate qualitatively their effects on system performance and handling qualities. The computational package relies on Matlab® and Simulink®. The typical aircraft aerodynamic control surfaces are targeted in the assignment: aileron, elevator, and rudder.

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Simulation and Interactive Digital Tools to Support Teaching Engineering Manufacturing Processes Course

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DOI: 10.18260/1-1-118.1153-36158

Simulation and Interactive Digital Tools to Support Teaching Engineering Manufacturing Processes Course

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1 The Engineering Department, Colorado State University-Peublo, Pueblo, CO, 81001-4901, USA

Abstract

Abstract— Introduction of Manufacturing Processes is one of the core courses in most mechanical engineering, manufacturing engineering, and industrial engineering programs. According to students’ feedback for this course, as well as similar courses offered at different engineering programs, the course is time-intensive, involves no critical thinking, requires limited class participation, and is not well connected with real-world manufacturing problems.

The suggested teaching approach is developed to include several computer-based learning components that can help in creating an active/passive/constructive learning environment for the students. A simulation-based project is used to strengthen constructive concept-based learning and critical thinking for the students and support laboratory analysis. Besides, several online quizzes were developed using a pool of questions related to each topic.

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