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Full-Text Articles in Engineering

Olin College: Re-Visioning Undergraduate Engineering Education, Lynn Stein, Mark Somerville, Jessica Townsend, Vincent Manno Jun 2014

Olin College: Re-Visioning Undergraduate Engineering Education, Lynn Stein, Mark Somerville, Jessica Townsend, Vincent Manno

Lynn Andrea Stein

The Franklin W. Olin College of Engineering was created to address several perceived needs for engineering graduates of the future and to be an experimental laboratory for engineering education. As such, Olin College is not only dedicated to innovation within its boundaries but also to catalyzing change throughout the engineering enterprise. The curriculum aims to support life-long learning, teamwork, communication, and contextual understanding, along with rigorous quantitative and qualitative skills.


An Interactive Exploration Of Gender And Engineering: Unpacking The Experience, Debbie Chachra, Lynn Stein, Alisha Sarang-Sieminski, Caitrin Lynch, Yevgeniya Zastavker Sep 2012

An Interactive Exploration Of Gender And Engineering: Unpacking The Experience, Debbie Chachra, Lynn Stein, Alisha Sarang-Sieminski, Caitrin Lynch, Yevgeniya Zastavker

Lynn Andrea Stein

The engineering student experience is understood to differ for male and female students; gendered interactions affect the development of academic and professional role confidence, as well as engineering identity. The purpose of this session is twofold. First, we aim to introduce participants to concepts of gender schemas, privilege, and identity using a range of interactive activities, including brainstorming and structured discussion. Second, we intend to share information about and obtain feedback on a Gender Discussion Exploration Kit, which the participants will be encouraged to review, use, and share at their home institutions.


Work In Progress - A Provisional Competency Assessment System, Mark Somerville, Debbie Chachra, Jonathan Chambers, Ellen Cooney, Kristen Dorsey, John Geddes, Gill Pratt, Kathryn Rivard, Ann Schaffner, Lynn Stein, Jonathan Stolk, Stephen Westwood, Yevgeniya Zastavker Jul 2012

Work In Progress - A Provisional Competency Assessment System, Mark Somerville, Debbie Chachra, Jonathan Chambers, Ellen Cooney, Kristen Dorsey, John Geddes, Gill Pratt, Kathryn Rivard, Ann Schaffner, Lynn Stein, Jonathan Stolk, Stephen Westwood, Yevgeniya Zastavker

Lynn Andrea Stein

Over the last two years Olin College has been defining and implementing a provisional system to develop and assess student competency levels. The system particularly emphasizes the importance of creating a community of practice that includes not only faculty but also staff and students. In this paper we provide an overview of the design process, and comment on the results of our first year of implementing the system.


Designing A Small-Footprint Curriculum In Computer Science, Allen Downey, Lynn Stein Jul 2012

Designing A Small-Footprint Curriculum In Computer Science, Allen Downey, Lynn Stein

Lynn Andrea Stein

We describe an innovative computing curriculum that combines elements of computer science, engineering and design. Although it is tailored to the constraints we face at Olin College, it contains elements that are applicable to the design of a CS major at a small school, a CS minor, or an interdisciplinary program that includes computing. We present the core courses in the program as well as several courses that are meant to connect the computing curriculum to other fields. We summarize the lessons we have learned from the first few years of this program.


Rethinking Cs101: Or, How Robots Revolutionize Introductory Computer Programming, Lynn Stein May 2012

Rethinking Cs101: Or, How Robots Revolutionize Introductory Computer Programming, Lynn Stein

Lynn Andrea Stein

Introductory computer science education is entrenched in an outdated computational model. Although it corresponds neither to our computing environments nor to our work, we insist on teaching our introductory students computation-as-calculation, a mathematical problem-solving view of the role of the computer program. We can dramatically improve this situation -- and, as a corollary, all of undergraduate computer science -- by focusing on the kind of dynamic, interactive, inherently parallel computation that occurs in spreadsheets and video games, web applications and robots.