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1. Use of mobile application to improve active learning and student participation in the computer science classroom (abstract only)

   https://doi.org/10.1145/2538862.2544291  

   Deb, Debzani ; Fuad, Mohammad Muztaba ( January 2014 , 45th ACM technical symposium on Computer science education)

   This poster addresses a significant learning barrier experienced at many CS departments, specially at predominantly minority institutions, which is the problem of students? inability to keep engaged and interested in classroom. In this research, we investigate the applicability of using mobile devices in the classroom and incorporation of interactive problem solving using those devices to increase class engagement and active learning for students. By allowing the students to solve problems in their preferred devices, the research expects to create a friendly learning environment where the students want to retain, be active and skillful. The poster will present the design aspects of Mobile Response System (MRS) software that will be utilized to communicate, collaborate and evaluate interactive problems using mobile devices. The poster will also showcase several interactive problem-solving activities utilizing mobile devices and MRS software, which have been developed and are being adopted in CS and IT courses at Winston-Salem State University (WSSU). It is expected that this research will invigorate interest in Computer Science among minority and underrepresented students through exposure to the technology-rich learning environment. By enhancing student learning and problem solving abilities, it is also expected that this research work will improve the quality and quantity ofmore »underrepresented minority students in STEM workforce or graduate study. The successful execution of this project will advance research and the knowledge of mobile device usage in CS classrooms and more importantly the way it impact teaching strategy and student learning at WSSU and other institutions.« less
2. Design and Development of a Mobile Classroom Response System for Interactive Problem Solving

   Fuad, Mohammad M. ; Deb, Debzani ( January 2014 , Proceedings of the ... International Conference on Software Engineering and Knowledge Engineering)

   It is common for students to multi-task and use their mobile devices while in class for studying or other activities. This research aims to leverage this situation by developing a mobile classroom learning software to help students solve interactive problems in their mobile devices in order to improve their class engagement and problem solving skills. This paper presents the design and development of the mobile classroom response software to communicate, collaborate and evaluate inclass interactive problem solving activities using mobile devices. The software facilitates various pedagogical approaches that reported to enhance student learning. The software is designed to be easy-to-use and maintainable. MRS is extensible and can render interactive problems developed by third party developer. Software quality matrices for the developed code and the user interface are presented to justify above stated objectives.
3. Partnering Undergraduate Engineering Students with Preservice Teachers to Design and Teach an Elementary Engineering Lesson Through Ed+gineering

   Gutierrez, K. ; Ringleb, S. ; Kidd, J. ; Ayala, O. ; Pazos, P. ; Kaipa, K. ( June 2020 , 2020 ASEE Virtual Annual Conference Content Access, Virtual Online)

   Major challenges in engineering education include retention of undergraduate engineering students (UESs) and continued engagement after the first year when concepts increase in difficulty. Additionally, employers, as well as ABET, look for students to demonstrate non-technical skills, including the ability to work successfully in groups, the ability to communicate both within and outside their discipline, and the ability to find information that will help them solve problems and contribute to lifelong learning. Teacher education is also facing challenges given the recent incorporation of engineering practices and core ideas into the Next Generation Science Standards (NGSS) and state level standards of learning. To help teachers meet these standards in their classrooms, education courses for preservice teachers (PSTs) must provide resources and opportunities to increase science and engineering knowledge, and the associated pedagogies. To address these challenges, Ed+gineering, an NSF-funded multidisciplinary collaborative service learning project, was implemented into two sets of paired-classes in engineering and education: a 100 level mechanical engineering class (n = 42) and a foundations class in education (n = 17), and a fluid mechanics class in mechanical engineering technology (n = 23) and a science methods class (n = 15). The paired classes collaborated in multidisciplinary teams ofmore »5-8 undergraduate students to plan and teach engineering lessons to local elementary school students. Teams completed a series of previously tested, scaffolded activities to guide their collaboration. Designing and delivering lessons engaged university students in collaborative processes that promoted social learning, including researching and planning, peer mentoring, teaching and receiving feedback, and reflecting and revising their engineering lesson. The research questions examined in this pilot, mixed-methods research study include: (1) How did PSTs’ Ed+gineering experiences influence their engineering and science knowledge?; (2) How did PSTs’ and UESs’ Ed+gineering experiences influence their pedagogical understanding?; and (3) What were PSTs’ and UESs’ overall perceptions of their Ed+gineering experiences? Both quantitative (e.g., Engineering Design Process assessment, Science Content Knowledge assessment) and qualitative (student reflections) data were used to assess knowledge gains and project perceptions following the semester-long intervention. Findings suggest that the PSTs were more aware and comfortable with the engineering field following lesson development and delivery, and often better able to explain particular science/engineering concepts. Both PSTs and UESs, but especially the latter, came to realize the importance of planning and preparing lessons to be taught to an audience. UESs reported greater appreciation for the work of educators. PSTs and UESs expressed how they learned to work in groups with multidisciplinary members—this is a valuable lesson for their respective professional careers. Yearly, the Ed+gineering research team will also request and review student retention reports in their respective programs to assess project impact.« less
4. An Evidence Based Learning and Teaching Strategy for Computer Science Classrooms and Its Extension into a Mobile Classroom Response System

   https://doi.org/10.1109/ICALT.2014.52  

   Fuad, M. Muztaba ; Deb, Debzani ; Etim, James ( July 2014 , 2014 IEEE 14th International Conference on Advanced Learning Technologies)

   Evidence-based instructional practices were incorporated in class, which gave immediate indication on student's problem solving skills and class participation information. This pedagogy showed positive results and broader acceptance by students in several semesters of intervention. Significant usage of mobile devices during class motivates the extension of this pedagogical approach of asynchronous problem solving using mobile devices. We believe that use of such devices in the classroom for solving interactive problems will enhance student's abilities to solve problems by using their preferred interaction mode. This paper presents the results of the evidence based pedagogy and development of a mobile classroom response system that extends this pedagogy to help student solve interactive problems in their mobile devices to improve their class engagement and problem solving skills.
5. Mobile interactive problem solving for active teaching and learning

   https://doi.org/10.1109/ICECE.2014.7026849  

   Fuad, M. Muztaba ; Deb, Debzani ; Whitaker, Shequi'lla ( December 2014 , 2014 International Conference on Electrical and Computer Engineering (ICECE))

   In traditional classroom setting, lecturing is the prominent method of transferring knowledge to students. However this passive mode of instruction does not keep student engaged and interested longer in the class. Although mobile devices are used extensively in everyday life and have a bad reputation of creating distraction during class, it can be used to make student's class participation more interactive and engaging. This paper presents one such approach, which is fundamentally different than existing ones by allowing students to participate in active learning during class session by using their mobile devices. This research envision interactive problem applications which will run in student mobile devices, which faculty can initiate remotely and where student can actively participate to solve problem in a hands-on manner. This paper presents the development of a Karnaugh map interactive mobile application and its incorporation into Mobile Response System.