<p>  </p> <p>The concept of computational thinking (CT) has become more prevalent across the engineering education research and teaching landscape. Yet much of the research to date has been more definitional and has not offered many ways to convert CT theory to practice. One prominent set of tools used across engineering disciplines is modeling and simulation, which allows students to create a representation of the outside world as they understand it. </p> <p>This three-paper dissertation connects modeling and simulation skills with eliciting CT by leveraging model-based reasoning as a theoretical framework. A learning design was created and delivered here via design-based research that includes educational frameworks such as productive failure and model-eliciting activities (MEAs) to structure the modeling activity within a classroom setting. The designed learning intervention used a four-part sequence to scaffold the modeling activity in the classroom: (1) planning the model, (2) building the model, (3) evaluating the model, and (4) reflecting on the model. A case study of a final-year capstone course in biological engineering implemented the four-week designed learning intervention as part of the course. </p> <p>The guiding research question for the study was <em>how do modeling and simulation activities elicit computational thinking practices in the context of undergraduate engineering education? </em>To approach this question, data were collected in audio transcripts and student-generated artifacts to identify areas where the modeling activity elicited different forms of CT in the student work. The first study examined how CT was elicited within the model-building phase and developed an initial codebook for CT practices and outcomes using thematic analysis. The second and third studies built upon that codebook and further the outcomes by analyzing the modeling activity's planning and evaluating/reflecting phases. The results indicate that CT is used throughout the entire modeling and simulation process as students engage in model-based reasoning. The identified CT practices of abstraction, algorithmic thinking, evaluation, generalization, and decomposition emerged from a thematic analysis, and each practice was further characterized and refined into a set of outcomes. Furthermore, each phase of the modeling activity emphasized unique CT outcomes suggesting that students would benefit from enacting the entire modeling and simulation process to acquire and practice a diverse range of CT outcomes. </p>

<p> </p><p>An era of vast digital advancements has given way to emerging technologies capable of transforming the educational experience. Personal learning technologies are increasingly pervasive and becoming more central to human interaction. Among university students, these devices often include mobile phones and tablets. The ubiquity of these technologies among college students has caused researchers to study their effective use in the higher education environment. The upcoming field of mobile learning recognizes mobile devices as tools capable of putting students at the center of learning. Currently, a large body of mobile learning literature highlights how students perceive the adoption of mobile devices in their college courses. Factors such as student skill level, attitude, and practicality have been identified as critical elements to adoption. As a result, multiple studies suggest that students be trained in a way that impacts these factors. Yet, literature is silent on how this can be successfully done. The following research articles experiment with how training students impacts their skills and attitudes toward mobile learning. It also proposes how mobile learning can be used in a practical manner to improve a present issue, namely students’ lack of global competence.</p> <p> </p>

For many years,scholars haveinvestigated instructional design expertise anddescribed the difficulty definingit. A lack of a clear definition, inclusive of primary components,poses a measurement problemfor those seeking to evaluate the development of expertise. An overarching aim of this study is to gather evidence to support a definition of instructional designexpertise(IDE)which includes knowledge, skills, and dispositions. Instructional design dispositions have not received muchattention, but dispositions (e.g., adaptability,flexibility)are often described as distinguishing traits of expertdesigners. ExistingID competency instrumentsevaluatethe perceived importance of knowledge and skills butare limited in trackingdevelopment past competency. They also do not adequately considerdispositions.The purpose of this research was to describe the development of the Instructional Design Dispositions and Expertise Index. Instrument development procedures includeditem generation,expert review, think-aloud sessions, and a small-scale item tryout. Over 200 designers agreedknowledge, skills, and dispositions are important components of expertise. Qualitative data corroboratedquantitativefindingsfurther illuminatinga relationship between these componentsand quality instructional design. Initial evidence of content and construct validity for the instrument isestablished. A validated expertise instrument wouldallow us to more fully understand and evaluate expertiseand its development, whichcould inspire innovation ininstructional design research, theory, and practice.<br>

There is an increasing needto design and implement technological solutions to span scientific advances, facilitate people’s life and increase the efficiency of daily tasks. This bringsinto the picture professionals with sufficient technical skills to bring to life these technological solutions. Considering the outreach and size of said solutions, technical knowledge is not enough to succeed, but softskills such as communication and teamwork. Engineering and technology professionals need to function effectively in teams to accomplish a common goal. Therefore, this study characterizes the strategies that teams use in order to accomplish their goals through successful team interactions.In addition, this study explores how these strategies vary during asemester-longproject and how these variations mayaffectteam interactions and different performance indicators

<p>  </p> <p>Social justice researchers and practitioners have beckoned post-secondary institutions to provide inclusive and culturally responsive instructional practices that promote students' sense of belonging and empowerment. However, little research has demonstrated how competent intercultural behaviors can connect to one's integration of culturally responsive teaching. Therefore, this explanatory sequential mixed-methods study examined the interplay between these components within a distinguished undergraduate peer learning program, Supplemental Instruction (SI). Undergraduate SI leaders’ behaviors were examined for their intercultural competence level, potential influencers, and valued commitment to diversity and inclusion. This study was supported and guided by Hammer’s (2012) Intercultural Development Continuum (IDC) and Gay's (2018) Culturally Responsive Teaching (CRT) practices. Quantitative data were collected using Hammer's (2012) Intercultural Development Inventory (IDI), and qualitative data were in the form of interviews and analyses of leaders' session plans. The findings revealed that participants overestimated their intercultural competence. Relatedly, participants expressed concerns of uncertainty beyond solely acknowledging diversity and addressing intercultural insensitivity. Curricular and co-curricular programming were potential influencers to the leaders' intercultural competence knowledge (i.e., cultural self-awareness, culture-general, and culture-specific). Additionally, implications include recommendations for higher education administrators' initiatives for more inclusive and culturally responsive peer-learning programs. </p>

<p>Presently, it is possible to use virtual learning environments for simulating abstract and/or complex scientific concepts. Multimodal Virtual Learning Environments use multiple sensory stimuli, including haptic feedback, in the representation of concepts. Past research</p> <p>on the utilization of haptics for learning has shown inconsistent results when gains in conceptual knowledge had been assessed. This research focused on two abstract phenomena</p> <p>Electricity and Magnetism and Buoyancy. These abstract concepts were experienced by students using either visual, visuo-haptic, or hands-on learning activities. Embodied</p> <p>Cognition Theory was used as a for the implementation of the learning environments. Both phenomena were assessed using qualitative and quantitative data analysis techniques.</p> <p>Results suggested that haptic, visual, and physical modalities affected positively the acquisition of conceptual knowledge of both concepts.</p>

<p></p><p>Shader programming is an efficient way to render graphics yet can be complex to understand for emerging computational artists who are new to the world of creative programming. Since shaders are an important part of visual programming, making them easier to use should be considered an important factor in teaching basic to advanced concepts in the rendering pipeline of computer graphics. Though some tools like shader editors and interactive graphical interfaces have been designed to aid in the understanding of these concepts, they still fall behind in some areas in meeting the requirements of emerging computational artists. </p> <p>In this thesis we present and explore the usability of a new Shader Mode tool developed for an open-source software called Processing, widely used in education and production for digital arts and design, and discuss how it can aid shader programming for emerging computational artists. This tool was inspired by a project the author did for Google Summer of Code in 2018. The tool was tested with Processing users who have some familiarity with shader programming. The analysis of the tool was done using a mixed method research technique: combination of quantitative and qualitative analysis. Since we were unable to get enough users for the study, the results could not be generalized to all Processing shader users. However, relevant user feedback is discussed. </p><br><p></p>

<p>A role model may play an important role in an individual’s career, such as in the case of faculty of higher education. However, not much is known about how one perceives these role models in an academic setting. There is limited research into the unique attributes that distinguish between</p> <p>types of role models. Hence, this study attempts to better understand faculty role modelsand shed light onto those attributes which set them apart.</p> <p>The purpose of the study can be realized through two research questions, (1) What are some of the role models that academic faculty follow? and (2) What attributes do those role models possess? This study has iteratively developed surveys designed to elicit answers to these questions, and the survey responses will be used to promote a meaningful conversation about faculty role</p> <p>models. The results will contribute towards improving career development programs to create a positive impact on faculty effectiveness and success.</p>

<p>Recently, exploration to develop creative and technology-centered learning techniques have become popular. Researchers work on non-traditional tools to help students understand abstract concepts and reduce misconceptions in physics education. Studies have been performed to explore the influence computer simulations can make on learning as compared to the traditional methods. Simulations with dynamic moving images which engage visual senses have helped improve learning, while haptic channels are unexplored in comparison tactile senses are crucial in the case of embodied cognitive learning.</p><p><br></p><p>This thesis takes an opportunity to explore the research area of haptic technology combined with visual simulation. It tests the efficiency of the learning environment developed as a part of this thesis called the Visuo-Haptic Pulley Simulation (ViHaPS) in learning concepts of when compared to traditional learning tools. ViHaPS consists of six different scenarios and is designed to address common misconceptions of pulleys and has two different modes - minimal visual cues and added visual cues. Undergraduate students enrolled at Purdue University participated in this research. They were formed into two groups - an experimental group (ViHaPS) and control group (physical manipulatives) and were compared for learning gains.</p><p> </p><p><br></p><p>Results indicate that ViHaPS is useful in learning concepts of pulleys; however, the results are not significant in comparison to the real experimentation with pulleys.</p>

This study investigated the viability of a Digital Badge system to deliver professional development to teachers working with English language learners. The study asked several research questions to determine if Purdue’s Passport system was effective at delivering ELL teacher PD. First, the study asked, is a digital badge system a viable tool for delivering professional development to in-service teachers of English language learners? This question helped determine if the in-service teachers participating in this study would be able to obtain the training materials and navigate the online system on their own to obtain the digital badge.<div><br> <div>Then, the study asked, what types of training do ELL teachers think could be converted to digital badges? This question was asked to identify the types of trainings the participants in this study believed could be transferred to an online system such as Purdue’s Passport system and delivered as individual badges teachers could complete with little to no assistance. This question also helped investigate how teachers perceive the current training they attend in face-to-face sessions. <br></div><div><br></div><div>The final question the study asked was, what are ELL teachers’ perceptions of digital badges and their role in professional development? The final question was asked to determine if the participants’ attitudes toward digital badges changed throughout the study and what the participants believed digital badges’ role could be in delivering ELL teacher professional development. <br></div><div><br></div><div>The data collected in this study included the participants’ written reflections within the digital badge system, pre and post-surveys and interviews after they completed the running record badge. The results of this qualitative study suggest that for in-service teachers there are some benefits to delivering ELL teacher PD through digital badges. Results indicate that the participants enjoyed the ability to complete the training on their own schedule and had no issues viewing the content within the running record digital badge. The participants also had numerous recommendations for the types of training they believed could be converted to digital badges and how a digital badge system could be implemented at their school.<br></div></div>