FIGURE 2 - uploaded by Edward Coyle
Content may be subject to copyright.
Source publication
We use per-student virtual machines to allow new students to configure servers, thus enabling them to develop an understanding of the complex eStadium system. The outcomes include: student learning as the per-student virtual machines progress into software development and production machines supporting the eStadium game-day environment; the teamwor...
Similar publications
The identification of protein-ligand binding sites is critical to protein function annotation and drug discovery. The consensus algorithm COACH developed by us represents one of the most efficient approaches to protein-ligand binding sites prediction. One of the most commonly seen issues with the COACH prediction are the low quality of the predicte...
Gymnastics coaches are well aware of the importance of a fast run-up for successful vaulting but often fail to devote sufficient time and training to this phase. The consequences of which severely disadvantaged those gymnasts who do not have a naturally fast run. The lack of attention paid to this phase in vaulting is reflected in available gymnast...
This paper describes the background,the framework and the design feature of the HfutEngine2010. We put forward a new approach to do research on Multi Agent System. The method is based on mining teammate behavior.In this scene, an autonomous coach agent is able to get the current information of all teammates without noise, which can be modeled to co...
Introduction
Tennis is an individual sport that requires a specialized training and match preparation for every player. Former studies in tennis have tried many approaches to analyze player’s performance using descriptive statistics (e.g., match time, rally duration, game number, points per game or points per game) and normal match statistics (e.g....
Citations
... Initiated by Georgia Tech in 2009, Vertically Integrated Projects (VIP) unite undergraduate education and faculty research in a team-based context, where students earn academic credits and a research experience, while furthering discovery [3]. The effectiveness of such multidisciplinary [4] and mixing multi-level students [5] has been demonstrated [5][6][7][8] and adopted widely as a result [9][10][11]. The learning outcomes from a successfully carried out project using the VIP framework were expected to mirror some of the ABET outcomes from courses within engineering degree programs such as (i) an ability to apply mathematics, science, and engineering knowledge; (ii) an ability to pursue designs based on desired needs and within realistic constraints; (iii) an ability to function on multidisciplinary teams; (iv) an ability to communicate effectively; (v) ability to recognize the need and to engage in life-long learning. ...
... In fact, some reports argue that participation in course-based research and/or engineering design in the senior years of an undergraduate, which is the most common practice, may be too late to receive maximal benefit from such practices [13]. Still, despite their increasingly widespread application, there remain very few documented implementations within the introductory years of the undergraduate engineering curricula [14][15][16][17][18]. ...
Course-based undergraduate research experiences (CUREs) increase research exposure and may exert a strong influence on students' academic and career paths. However, very few CUREs are documented within the entry years of the engineering curricula. In this work, we describe the design, implementation, and evaluation of a CURE-based introductory-level engineering elective, to introduce second-year chemical and petroleum engineering students not only to research but more importantly to the fields of innovation and entrepreneurship. In contrast to more traditional CUREs, this course focuses on the innovation pathway, using concepts from engineering design and from scientific research as tools to solve real-world scientific problems. This innovation-focused CURE has proven to be an effective way to expand research experiences, in particular for engineering students who typically have limited opportunities to participate in hypothesis-driven research aimed at innovation during the introductory years of their undergraduate education.
... In fact, some reports argue that participation in course-based research and/or engineering design in the senior years of an undergraduate, which is the most common practice, may be too late to receive maximal benefit from such practices [13]. Still, despite their increasingly widespread application, there remain very few documented implementations within the introductory years of the undergraduate engineering curricula [14][15][16][17][18]. ...
Course-based undergraduate research experiences (CUREs) increase research exposure and may exert a strong influence on students’ academic and career paths. However, very few CUREs are documented within the entry years of the engineering curricula. In this work, we describe the design, implementation, and evaluation of a CURE-based introductory-level engineering elective, to introduce second-year chemical and petroleum engineering students not only to research but more importantly to the fields of innovation and entrepreneurship. In contrast to more traditional CUREs, this course focuses on the innovation pathway, using concepts from engineering design and from scientific research as tools to solve real-world scientific problems. This innovation-focused CURE has proven to be an effective way to expand research experiences, in particular for engineering students who typically have limited opportunities to participate in hypothesis-driven research aimed at innovation during the introductory years of their undergraduate education.
... PBL approaches are usually performed within one semester (Aibin and Hunter 2018;Marques et al. 2018;Llopis and Guerrero 2018;Mahnič 2015Mahnič , 2017Pariata and Montao 2014;Rick et al. 2012;Kilamo et al. 2012;Schefer-Wenzl and Miladinovic 2017;Intayoad 2014), although this is not a general rule. There are cases where the PBL unit is executed in less than one semester (Cadenas et al. 2014;Yuen 2015) and others in which it lasts more than one semester (Ilkan et al. 2010;Kizaki et al. 2014;Foster et al. 2018;Martinez-Arias and Sarria M. 2013;Abler et al. 2011). Although most of the studies found in the literature are within one semester, the number of weeks and hours available varies greatly, as shown in Table 3. ...
... The authors of the primary studies identified in this SLR make use of continuous integration (Rupakheti et al. 2018;Mahnič 2015;Kilamo et al. 2012) and test-driven development (Schefer-Wenzl and Miladinovic 2017). There are reports of the use of ticket driven development (Kizaki et al. 2014), bug tracking (Kilamo et al. 2012;Olszewska et al. 2017;Kizaki et al. 2014), work tracking performed (Llopis and Guerrero 2018;Detmer et al. 2010;Schefer-Wenzl and Miladinovic 2017;Abler et al. 2011;Marques et al. 2018) and "pulled development" tools such as Kanban (Mahnič 2015;Fagerholm et al. 2018;Rupakheti et al. 2018). ...
The application of content only through lectures in an expository format may not be sufficient for the teaching of software engineering in this new era. Creating software products that take the user experience (UX) into account as an essential requirement in the software development process is a necessary activity for all information technology (IT) professionals looking to build quality products. Currently, there are few initiatives that address the insertion of innovative techniques in the curriculum of undergraduate IT courses during the training of students. Design sprint (DS) in conjunction with project-based learning (PBL) provides an effective method to achieve the quality of software products when using UX techniques and creativity. One of the key features of PBL is the ability to generate artifacts with your application to solve real and non-trivial problems. This paper presents a systematic literature review (SLR) to investigate the hypothesis that joining the DS concepts with PBL identifies the user experience as one of the main attributes of quality and authenticity to be achieved in the software development projects. The objective of the SLR is to analyze how the PBL units that produce authentic software are executed. Furthermore, two case studies are reported that explore how DS behaves in a reduced number of classes when it is desired to generate a functional prototype that will be developed in a PBL unit. As a result of the SLR, it has been identified that Scrum is the software development process most used in PBL units that generate authentic software. The identified works report that the students are usually divided into groups of 2-5 people during the activities and the monitors play an important role in the quality of the software produced. The result of the case study indicates that the limited time for PBL conduction was a complicating factor in this adaptation and that students feel that their own learning and participation are positive in DS-based classes, as well as that DS provides insights that may be useful in a PBL context.
... It also provides long-term contact between all members of the team, thus leading to a much more collegial approach to education and the opportunity for long-term mentoring. These outcomes of VIP and VIP-like experiences have been documented with both qualitative and quantitative evaluations [2][3][4][5]. ...
... We have learned through our evaluation process [2][3][4][5] that the VIA-style project-based learning [8][9][10][11] within VIP programs is effective and yields benefits not available in conventional classroom and laboratory settings. These positive outcomes are supported by other evaluation efforts that have focused on self-directed and active learning experiences [8][9]. ...
... These positive outcomes are supported by other evaluation efforts that have focused on self-directed and active learning experiences [8][9]. For example, the tightly-coupled studentprofessor relationship provides an out-of-classroom learning vehicle that will benefit students through their long-term, active engagement and the development of a cross-year and cross-disciplinary teaming skills [5]. Furthermore, the football-related focus offers an exciting context for the students that helps them relate theoretical work to interesting, real-world problems. ...
Georgia Tech's Colleges of Engineering and Computing initiated the Vertically-Integrated Projects (VIP) program in January 2009. Undergraduate students that join VIP teams earn academic credit for participating in design efforts that assist faculty and graduate students with research and development issues in their technical areas. The teams are: multidisciplinary — drawing students from around the university; vertically-integrated — maintaining a mix of sophomores through PhD students each semester; and long-term — each undergraduate student may participate in a project for up to six semesters. We describe the Video and Image Annotation VIP (VIA-VIP) project, which provides undergraduates unique opportunities to learn and apply state-of-the-art video-mining algorithms by processing a large archive of football videos recorded from GT football games. Their results are documented. Based on their feedback we believe the VIA-VIP course is on track to meet the needs of undergraduates in areas they don't usually see in the traditional undergraduate classroom.
The Vertically-Integrated Projects (VIP) program is an undergraduate education program that operates in a research context. Undergraduates who join VIP teams earn academic credit for their participation in development tasks that assist faculty with their research efforts. The teams are: multidisciplinary – drawing students from across campus; vertically-integrated – maintaining a mix of sophomores through PhD students each semester; and long-term – each undergraduate student may participate in a project for up to three years. The continuity, technical depth, and disciplinary breadth of these teams enable the completion of projects of significant benefit to research efforts. This paper provides: overviews of three VIP projects to show the range of computing topics that are addressed; a summary of the resources and practices that enable the teams to create sophisticated software and systems; and an explanation of how student performance is evaluated.
This paper describes a new program for attracting non-traditional students into computer science and retaining them through sustained peer and faculty mentoring. The program is centered on socially-inspired learning, - learning in and for a community. It consists of a STEM Incubator course, hands-on projects with real-world applications, a sandbox lab, and a mentoring system that begins in the STEM Incubator course and continues with students who choose to remain involved in projects and courses. Our program is in its second year. Data collected on enrollment and retention and results of student questionnaires show promise for the success and sustainability of the program.
