<p>Purdue University is facing an increasing undergraduate student enrollment every year. Laboratory courses in fluid mechanics at the School of Aeronautics and Astronautics and the School of Mechanical Engineering are facing challenges due to increased enrollments. On the other hand, the internet and computer technology have made education more conveniently delivered in recent years. The onset of these technologies has made way for innovative forms of teaching. One such application is virtual laboratories. This document will describe the challenges in the current method of teaching and learning fluid mechanics laboratory courses, explain how a virtual lab is a potential solution to supplement the current learning methods, and discuss its development. This document will discuss the virtual fluid mechanics laboratory development from the fluid mechanics perspective- generating flow data and designing realistic measurement probes. The use of CFD to generate flow data sets, along with their post-processing for virtual labs, will be discussed. Furthermore, simulation results for flow around cylinders and through pipes will be presented. And finally, design ideas conceptualized for developing a virtual pitot-static probe and a virtual hot-wire anemometer will also be presented. Finally, this document summarizes the work done till now and presents conclusions on what has been achieved along with recommendations that could be completed in the future.</p>

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[pt] Veículos autônomos são um problema recente, com aplicação em carros e motocicletas ainda nos estágios iniciais. Além das dificuldades inerentes de fazer um veículo mover-se independentemente, a motocicleta autônoma deve permanecer estável em qualquer velocidade e trajetória. O objetivo principal deste trabalho é desenvolver uma motocicleta elétrica autônoma com sistema de instrumentação de baixo custo. Para tanto, foi analisado um modelo dinâmico de motocicleta, capaz de reproduzir o comportamento real e permitindo a implementação de estratégias de controle linear em tempo real. O controlador tem dois objetivos diferentes: manter a motocicleta estável e seguir uma trajetória desejada, de forma autônoma. Experimentos foram realizados com a motocicleta de escala reduzida com o objetivo de caracterizar seus elementos; as estratégias de controle propostas foram simuladas com o modelo dinâmico ajustado. Por fim, os algoritmos de controle são aplicados ao sistema real através de uma plataforma atuada capaz de reproduzir a dinâmica de veículos de duas rodas. O presente trabalho é uma ferramenta para o ensino de engenharia, envolvendo estudantes de diferentes níveis em torno de um problema complexo. O sistema permite uma aprendizagem contínua com dificuldade crescente, envolvendo temas como dinâmica de multicorpos; análise de resultados através de simulações de software; eletrônica e filtros na instrumentação embutida e técnicas de controle para manter o sistema estável em todos os caminhos desejados, culminando na aplicação experimental dos conceitos citados. / [en] Autonomous vehicles are an interesting and recent problem, with its application in cars and motorcycles still in its early stages. In addition to the inherent difficulties in making a vehicle move independently, the autonomous motorcycle has to be able to remain stable at any speed and trajectory. The vehicle s stability can be achieved by different solutions and control techniques. The main objective of this work is to develop an autonomous electric motorcycle with low cost sensing system. For this, a dynamic model of two-wheeled vehicles is analyzed, capable of describing the dynamic behavior while being simple enough to allow the implementation of real-time linear control strategies. The controller has two different objectives: to maintain the motorcycle stable and to follow a desired trajectory, in an autonomous way. Experiments were carried out with the small scale motorcycle aiming to characterize its elements for the theoretical model; then the proposed control strategies were simulated with the adjusted dynamic model. Finally, the control algorithms are applied to the real system through an actuated platform capable of reproducing the dynamic behavior of single-track vehicles. At last, the present work is a tool for teaching engineering, involving multilevel students around a complex, but familiar, problem. The system allows for continuous learning with increasing difficulty, involving multibody dynamics, experimental results analysis via software simulations, electronics and filters present in the embedded instrumentation and many control techniques to keep the system stable in every desired path, culminating in the experimental application of cited concepts.

<p> Universities have increased the number of fully or partially online courses they offer to meet students' family, work-life, and academic needs. As a result of this shift, the HyFlex learning paradigm, which provides hybrid and flexible learning options, has gained traction in academia in recent years. The COVID-19 pandemic has altered the standards for academic levels of success in higher education for the foreseeable future. In order to offer a sense of belonging and sustain an equal or greater degree of engagement, instructors have been compelled to try and replicate the rich interaction of face-to-face situations in a virtual context. During the pandemic, the results of studies and surveys revealed a story of student dissatisfaction due to a lack of involvement, participation, sense of community, lack of faculty readiness, and technology concerns. Evidence from the past has supported the fact that synchronous online modality not only facilitates the tasks of a traditional face-to-face learning environment, but also has some distinct advantages over conventional approaches. Students' commitment to stay connected in the learning experience is linked to their sense of belonging to a learning cohort. It is vital to create a learning environment in which students feel a part of a learning community and actively participate in the learning process in order to foster knowledge generation. An Interactive Synchronous HyFlex model, intended to help students feel committed and engaged in their learning community through these uncertain times and beyond, is being explored as part of this research. The approach is studied using a Community of Inquiry (CoI) framework, as communities are a crucial part of effective student-centered learning settings. A convergent parallel mixed methods case study design was used to gain a deeper knowledge of the usefulness of the new HyFlex model under study. Students enrolled in the Interactive Synchronous HyFlex design thinking course during the Fall 2020 semester were the study's participants. The quantitative phase of the study looked into a) the students’ perception of overall teaching, social and cognitive presences in the HyFlex design thinking classroom; and b) if there was any change in students’ perception of community of inquiry based on their mode of participation (face-to-face/remote). The qualitative part of the study looked in-depth at the lived experiences of students in the HyFlex design thinking classrooms throughout the semester. The integration and interpretation of the two phases provides a positive student perspective of the Interactive Synchronous HyFlex model, and it helps to observe how the community of inquiry has played out in HyFlex design thinking classrooms. </p>

<p>  </p> <p>This research study aims to explore the understanding and implementation of CT and its core concepts by CS High School teachers. This research study examined CS teachers' understanding of CT’s core concepts; a) decomposition, b) pattern recognition, c) abstraction and d) algorithm design. Furthermore, the study also explores how these CS teachers applied these core concepts to their instructional practice. </p> <p>The qualitative case study utilized the Pedagogical Content Knowledge (PCK) framework as a lens to explore the teachers’ understanding. For this qualitative research study, purposeful sampling was employed to recruit participants with specific knowledge or experience about a topic of interest. In-depth semi-structured interviews were performed with five CS high school teachers for data collection. The researcher used coding and thematic analysis to analyze the data. Teachers shared their understanding of CT, its core concepts, and how they incorporate these into their instructional practice.</p> <p>The findings in the study present the different understandings of the teachers regarding CT’s core concepts and how each of them applied such concepts through different pedagogical approaches to their instructional practice. The findings in the study could provide an opportunity for high school teachers to explore different understandings from other high school teachers and potentially provide collaborative opportunities. </p> <p>The research study concludes with two significant findings and their implications for the field of CS education. It also recommends other researchers and provides collaborative opportunities with other high schools. Moreover, this research contributes to and enriches the current literature on CT in education. </p>

For society to move towards sustainability, competent engineers able to tackle systemic socioecological challenges are needed. To ensure this, integrating sustainability in engineering education is instrumental. This research aims to examine the current state of sustainability integration within Swedish engineering programs, as well as identifying challenges, needs, and drivers for integrating sustainability from the perspective of educators. Using a survey (P=55)and interviews (E=7) with educators of engineering master’s programmes in Sweden, the findings showed that: - Sustainability is not being strategically integrated. Tools as the framework of Sustainability Competencies have potential to help with the integration. - The main challenges inhibiting integration include a lack of resources, time, relevant sustainability teaching materials, and perceived relevance of sustainability to engineering courses. - The main drivers of integration are management directives, funding, educator’s personal convictions, and the increase of sustainability as a topic in common discourse. - Some main needs include building competence in educators, increased collaboration with sustainability experts, and learning from other universities regarding the process of integration. Whilst all educators show sustainability awareness, most educators lack knowledge and right conditions for integrating sustainability into engineering education. Considering the interconnectedness of all factors, adopting a systemic approach is necessary in order tostrategically integrate sustainability in engineering education.

Open-source software (OSS) ecosystems, defined as environments composed of package managers and programming languages (e.g., NPM for JavaScript), are essential for software development and foster collaboration and innovation. Although their significance is acknowledged, understanding what makes OSS communities healthy and sustainable requires further exploration. This thesis quantitatively assesses the health of OSS projects and communities within the NPM, PyPI, Maven, and RubyGems ecosystems. We explore five research questions addressing project standards, community responsiveness, contribution distribution, contributor retention, and newcomer integration strategies. Our analysis shows varied documentation practices, insider engagement levels, and contribution patterns. Our findings highlight both strengths and different areas for improvement across ecosystems. For example, RubyGems excels in the adoption of project documentation and exhibits the most even distribution of contributions among all contributors, including highly active contributors. and a very responsive community, but it needs to improve contribution retention and attract newcomers to the projects. Meanwhile, NPM and Maven show a trend toward getting new contributors, characterized by a high ratio of individual contributions. They need to better adopt a code of conduct, pull request templates, and increase the number of active contributors in a project. This thesis offers insights to developers and maintainers on how to strengthen ecosystems and support vibrant communities effectively

Providing a sufficient level of personalized feedback on students' current level of strategic knowledge within the context of the natural programming environment through IDE-based learning analytics would transform learning outcomes for introductory programming students. However, providing sufficient insight into the programming process was previously inaccessible due to the need for more complex and scalable data collection methods and metrics with a wider variety for understanding programming metacognition and the full programming process. This research developed a custom-built web-based IDE and event compression system to investigate two of the five components of a five-dimensional model of cognition for programming skill estimation (1) Design Cohesion and (2) Development Path over Time. The IDE captured students' programming process data for 25 participants, where each participated in two programming sessions that required both a design and code phase. For Design Cohesion, the alignment between flowchart design and source code implementation was investigated and manually classified. The classification process produced three Design Cohesion metrics: Design Cohesion Level, Granularity Level, and Granularity Score. The relationship between programming skill and Design Cohesion was explored using the newly developed metrics and a case-study approach. For the Development Path over Time, the compressed programming events were used to create a Timeline of Events for each participant, which was manually examined for distinct clusters of programming patterns and behavior such as execution behavior and debugging patterns. Custom visualizations were developed to display the timelines. Then, the timelines were used to compare programming behaviors for participants with different programming skill levels. The results of the investigation into Design Cohesion and Development Path Over Time contribute to the fundamental understanding of differences between beginner, intermediate, and advanced programmers and the context in which specific programming difficulties arise. This work produced insight into students' programming processes that can be used to advance the model of cognition for programming skill estimation and provide personalized feedback to support the development of programming skills and expertise. Additionally, this research produced tools and metrics that can be used in future studies examining programming metacognition.