Volume 14

RIOS: A Cooperative Multitasking Scheduler in Source Code for Teaching and Implementing Concurrent or Real-Time Software

Frank Vahid ✉ ¹ , Bailey Miller ² , Tony Givargis ³

1 Dept. of Computer Science & Engineering Univ. of California, Riverside, Riverside, CA, USA

2 zyBooks, Cambell, CA, USA

3 Dept. of Computer Science, Univ. of California, Irvine, Irvine, CA, USA

Abstract

Embedded systems often implement multiple concurrent tasks of varying priority through the use of a real-time operating system (RTOS). However, an RTOS may introduce overhead, complexity, and maintenance issues. For embedded system applications whose tasks don’t heavily compete with one another, an alternative approach is to write the tasks to be cooperative: For each call to the task, the task runs quickly, and then returns so other tasks can execute. For such cooperative tasks, a programmer may then write their own task scheduler in the application’s course code like C.

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Using Active Learning to Connect Entrepreneurial Mindset to Software Engineering

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DOI COMING SOON

Ben Tribelhorn ✉ ¹ , H.E. Dillon ² , Andrew Nuxoll ¹ , Nicole Ralston ³

1 School of Engineering, University of Portland, Portland, OR, USA

2 School of Engineering & Technology, University of Washington Tacoma, Tacoma, WA , USA

3 School of Education, University of Portland, Portland, OR , USA

Abstract

The purpose of this research was to develop classroom project modules that supported students in developing an entrepreneurial mindset in the context of software engineering. The modules connect the software development life-cycle from beginning to end including user focused requirements elicitation and evaluating quality attributes. The modules were implemented in a junior level software engineering course, and three modules were surveyed in 2019 as part of a school-wide effort to embed entrepreneurial mindset into engineering curriculum. An IRB approved, student survey was developed and measured student perceptions of learning objectives that tie directly into ABET accreditation outcomes.

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An Investigation into Peer-Assisted Learning in an Online Lab Environment

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Rui Li ¹ , John Morelock ² , Dominik May ✉ ³ ,

1 Tandon School of Engineering, New York University, B, Brooklyn, New York, 82435, USA

2 Engineering Education Transformations Institute, University of Georgia, Athens, Georgia, USA

3 School of Mechanical Engineering and Safety Engineering University of Wuppertal, Wuppertal Germany

Abstract

Peer learning is one method to encourage meaningful learning in electrical engineering courses. It involves the sharing of ideas, knowledge, and experiences and emphasizes interpersonal learning. However, there are different viewpoints in relation to the best way to implement and assess peer learning in a lab environment, and contemporary literature on online laboratories (OL) rarely explores peer learning opportunities. In this paper, we aim to investigate the benefits of students’ peer learning activity in an online electronics lab course. The key challenge was whether the OL could ensure smooth communication and collaboration between the students.

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