No abstract

No abstract

In this age of growing importance for interdisciplinary studies, the field of computing, and its indispensable component, programming, have become increasingly important not only for STEM areas but also for many other fields. Computational chemistry, bio-informatics, computational linguistics, computational toxicology, etc. are just a few examples of the crossover disciplines that benefit significantly from the developments in the computing and Information Technology (IT). Instructors are facing more challenges today than ever in trying to come up with new, fresh and appealing methodologies to attract and retain students in delivering computing and IT related topics to a much broader audience. Computing courses and topics both for majors and non-majors need new approaches that motivate students to feel comfortable with the life-long learning of computing concepts and tools. The goal of this paper is to summarize our teaching experience in and the great potential of App Inventor for Android (AIA) in broadening the appeal and diffusion of fundamental computing and programming concepts. With a pedagogical foundation stemming from constructionist learning and contextualized computing education, we present our motivation and the details of courses that can greatly benefit from AIA.

No abstract

No abstract

The impact of the computing field is becoming more profound everyday in all facets of modern society. Despite significant efforts from academia and relatively high demand for computing, technology producers are needed more than ever. This has been corroborated by a recent NSF Press Release [1], stating that computing is the only STEM discipline with more job openings than college graduates to fill them up. A major responsibility for such an outcome rests upon educators' ability to produce professionals capable of handling ever more complex technical challenges.In this challenging environment, the importance of practical work in science and engineering, supported by lab exercises, is widely known. While it is desirable to create physical laboratories for teaching these technologies, it is not always possible nor desirable. In this paper, we present an effective alternative approach, in the form of an affordable, virtualized laboratory environment that can be used in a variety of computing and engineering courses, as well as in other fields, in lieu of physical labs.Results of a survey supporting the validity of this approach are also presented. Students in four different classes were surveyed concerning the effectiveness and desirability of this virtual laboratory approach. The survey results indicate that student response to and interest in the virtual environment is very strong.

No abstract

No abstract