Professor of the Practice, Department of Computer Science, UNC Chapel Hill

In Fundamentals of Programming (CSE 002), students learn how to design algorithms to solve problems and how to translate these algorithms into working computer programs using Java. There is no expectation of prior knowledge or programming experience for students enrolled in CSE 002. Because of this, a majority of course participants struggle to learn how to think critically and problem solve, but instead focus their efforts specifically on learning the programming syntax. Traditionally, CSE 002 has been lecture-based, with students completing weekly homework and lab assignments to reinforce the lectures. Our plan for the summer is to revamp the course structure. CSE 002 covers too many fundamental computer science principles to allow students to continue passively sit through classes. The overall content of the course will not change, but rather the delivery methods will be updated to incorporate EML principles and active learning modules into the course. The EML principles that we plan to utilize begin with Think-Pair-Share activities and other collaborative learning techniques. Giving students a chance to work together and meet new peers will help them gain a level of comfort in the classroom. Many times, those students who already have a basic understanding of programming and/or Java intimidate students that come to CSE 002 with little to no prior experience. Another technique that we plan to implement is the use of a culminating program for students to complete in teams. The program is something that will be introduced early on in the course, and as students learn new concepts, they will be able to implement the program in parts throughout the entire semester. In order to maximize the active learning time available to students, we are also thinking about "flipping" certain elements of the course. Viewing specific readings and videos will be required of students before coming into the classroom, so that the time spent together can be used to review content and practice concepts in real-time.

The project consists of planning, designing, conducting and analyzing an experiment, using appropriate DOE principles. The context of the project experiment is limited only by your imagination. In previous classes, students have conducted experiments based on other course projects so that they could get extra-mileage from this course. The major requirement is that the experiment must involve at least three design factors. Students should use the Experimental Design seven-step Methodology to develop their proposal and final report.

Many people do not understand how vaccines work, why they are effective or what the ingredients are for. Your job is to educate the public on an assigned vaccine.

Hook Statement: Materials demonstrate various characters other than their tensile property. Why does the paper clips fails after bending-straightening multiple times? What was the reason for world trade center collapse in terms of engineering point of view? Would the disaster of Titanic and I35 bridge in Minneapolis be avoided if proper materials were chosen? As an engineer, we are entitled to know the solutions of these problems. We demand to understand the materials for the design. Connections to EML This activity will inspire the curiosity of the students in term of studying many famous engineering disasters. Students are also encouraged to research how engineering was changed from those lessons. Living in a constantly changing world, engineers will create more values when adapting to these changes especially learning from failures

This project consists of 2 modules developed for use in Statics and Dynamics at Rowan University to reinforce technical concepts and add entrepreneurial mindset.  The project was first implemented in 3 sections of 25-30 students each of mostly second year engineering students.