Search for: All records

To succeed in the 21stcentury, students need to acquire skills that are critical to the workforce such as collaboration, social skills, and technology literacy (World Economic Forum, 2016). Individuals with disabilities (D) must develop the same skills as their peers without disabilities. Unfortunately, college students with disabilities often find computing courses frustrating and are more vulnerable to lower academic self-concept, academic challenges, and disability stigma (Kim & Kutscher, 2021). Although computing disciplines often provide good job opportunities, Students with D who enrolled in computing courses are especially at risk of falling behind and dropping out of introductory programming courses (Richman et al., 2014). To address the problem, we examined the use of pair programming, a collaborative approach to programming, as a pedagogic method to improve students with disabilities’ attitudes toward programming in undergraduate computer courses. There is a need to study effective instructional approaches that can facilitate learning and improve the outcomes of students with D. 

This paper is the report on the findings of a three-year study conducted in undergraduate computer science courses. It also describes the changes made to deal with COVID-19 during the summer and fall of 2020. We collected data on over 800 students with approximately 35 students identified as having learning disabilities (LD). These students were not professional programmers in a computer science department; rather, they were students from a Business College. Our preliminary results show that pair programming improved (a) teamwork and communication between the pairs; (b) confidence in students; and (c) comprehension and learning for all students. Thus, our preliminary results indicate that pair programming improved everyone’s performance. Educators should consider the importance of collaboration with other disciplines when creating inclusive environments for students with disabilities. 

Peer learning through pair programming is a type of collaborative learning that involves students working in pairs to discuss computer programming concepts or develop codes to solve problems. The Zoom breakout room method is applied to teach pair programming in a virtual classroom during the COVID-19 environment. By facilitating pair programming in a virtual learning environment, we gained valuable experience in promoting collaborative learning, active learning, and problem-based learning activities in a cloud setting. 

Classical novae are shock-powered multiwavelength transients triggered by a thermonuclear runaway on an accreting white dwarf. V1674 Her is the fastest nova ever recorded (time to declined by two magnitudes is t2 = 1.1 d) that challenges our understanding of shock formation in novae. We investigate the physical mechanisms behind nova emission from GeV γ-rays to cm-band radio using coordinated Fermi-LAT, NuSTAR, Swift, and VLA observations supported by optical photometry. Fermi-LAT detected short-lived (18 h) 0.1–100 GeV emission from V1674 Her that appeared 6 h after the eruption began; this was at a level of (1.6 ± 0.4) × 10−6 photons cm−2 s−1. Eleven days later, simultaneous NuSTAR and Swift X-ray observations revealed optically thin thermal plasma shock-heated to kTshock = 4 keV. The lack of a detectable 6.7 keV Fe Kα emission suggests super-solar CNO abundances. The radio emission from V1674 Her was consistent with thermal emission at early times and synchrotron at late times. The radio spectrum steeply rising with frequency may be a result of either free-free absorption of synchrotron and thermal emission by unshocked outer regions of the nova shell or the Razin–Tsytovich effect attenuating synchrotron emission in dense plasma. The development of the shock inside the ejecta is unaffected by the extraordinarily rapid evolution and the intermediate polar host of this nova.

 

Patients suffering from medical conditions resulting in hand impairment experience difficulty in performing simple daily tasks, like getting dressed or using a pencil, resulting in a poorer quality of life. Rehabilitation attempts to help such individuals regain a sense of control and normalcy. In this context, recent advances in robotics have manifested in multiple designs of hand exoskeletons and exosuit gloves for assistance and rehabilitation. These designs are typically actuated using pneumatic, shape memory alloys and motor-tendon actuators. The proposed Motor Tendon Actuated Exosuit Glove (MTAEG) with an open palm is a soft material glove capable of both flexion and extension of all four fingers of the human hand. Its minimally invasive design maintains an open palm to facilitate haptic and tactile interaction with the environment. The MTAEG achieves flexion-extension motion with joint angles of 45° at the metacarpal joint which is 57% of the desired motion; 90° at the proximal interphalangeal joint which is 100% of the desired motion; and 50° at the distal interphalangeal joint which is 96% of the desired motion. The paper discusses the challenges in achieving the desired motion without the ability to directly model human tendons, and the inability to actuate joints individually. 

Persons with learning disabilities (LD) are underrepresented in computer science and information technology fields despite the explosion of related career opportunities and interest. In this study, we examine the use of pair programming as a collaborative intervention in with computer programming and compare students with learning disabilities to students who do not have learning disabilities. We concentrate on situational motivation constructs which tap into the desire to meet goals and acquire skills. We find that students with LD and similar students without LD fare the same. For the both groups, three of the four situational motivation subscales increase after the introduction of pair programming. The use of pair programming holds promise as an educational intervention for all students including those with learning disabilities.