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Articles 1 - 16 of 16
Full-Text Articles in Engineering
Olin College: Re-Visioning Undergraduate Engineering Education, Lynn Stein, Mark Somerville, Jessica Townsend, Vincent Manno
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.
Casting A Wider Net, Lynn Stein
Casting A Wider Net, Lynn Stein
Lynn Andrea Stein
This article is a book review of Mung Chiang's book Networked Life: 20 Questions and Answers. In this text intended for both classroom and online learning, Chiang uses questions about our online lives to explore the technology and computer science behind the Internet, wireless, and Web industries.
An Interactive Exploration Of Gender And Engineering: Unpacking The Experience, Debbie Chachra, Lynn Stein, Alisha Sarang-Sieminski, Caitrin Lynch, Yevgeniya Zastavker
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
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
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.
Science And Engineering In Knowledge Representation And Reasoning, Lynn Stein
Science And Engineering In Knowledge Representation And Reasoning, Lynn Stein
Lynn Andrea Stein
As a field, knowledge representation has often been accused of being off in a theoretical no-man's land, removed from, and largely unrelated to, the central issues in AI. This article argues that recent trends in KR instead demonstrate the benefits of the interplay between science and engineering, a lesson from which all AI could benefit. This article grew out of a survey talk on the Third International Conference on Knowledge Representation and Reasoning (KR-92) (Nebel, Rich, and Swartout 1992) that I presented at the Thirteenth International Joint Conference on Artificial Intelligence (IJCAI-93).
(Re)Defining Computing Curricula By (Re)Defining Computing, Charles Isbell, Lynn Stein, Robb Cutler, Jeffrey Forbes, Linda Fraser, John Impagliazzo, Viera Proulx, Steve Russ, Richard Thomas, Yan Xu
(Re)Defining Computing Curricula By (Re)Defining Computing, Charles Isbell, Lynn Stein, Robb Cutler, Jeffrey Forbes, Linda Fraser, John Impagliazzo, Viera Proulx, Steve Russ, Richard Thomas, Yan Xu
Lynn Andrea Stein
What is the core of Computing? This paper defines the discipline of computing as centered around the notion of modeling, especially those models that are automatable and automatically manipulable. We argue that this central idea crucially connects models with languages and machines rather than focusing on and around computational artifacts, and that it admits a very broad set of fields while still distinguishing the discipline from mathematics, engineering and science. The resulting computational curriculum focuses on modeling, scales and limits, simulation, abstraction, and automation as key components of a computationalist mindset.
An Atemporal Frame Problem, Lynn Stein
An Atemporal Frame Problem, Lynn Stein
Lynn Andrea Stein
Given some changes in the world, the frame problem is the problem of determining that most things in the world haven't changed. Since change is generally taken to mean "change over time", the frame problem is generally assumed to be a problem of temporal reasoning, and most examples of the frame problem are couched in terms of the effects of actions. In this paper, I point out the fallacy underlying this approach, and demonstrate something very much like the frame problem that is completely independent of time: the counterfactual validity problem. I show that this "atemporal frame problem" proves damning …
What We've Swept Under The Rug: Radically Rethinking Cs1, Lynn Stein
What We've Swept Under The Rug: Radically Rethinking Cs1, 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 our work, we teach our students a single-thread-of-control static problem-solving view of the role of the computer program: computation as calculation. In this model, the job of a computer program is to start with a problem, calculate its answer, return that answer, and stop. This program-as-an-island bears little resemblance to most of today's software. We can dramatically improve this situation--and, as a corollary, all of undergraduate computer science--by teaching our students from the very beginning to conceptualize computation with a …
Clovers: The Dynamic Behavior Of Types And Instances, Lynn Stein, Stanley Zdonik
Clovers: The Dynamic Behavior Of Types And Instances, Lynn Stein, Stanley Zdonik
Lynn Andrea Stein
Clovers are a new mechanism for object-oriented languages that relax the constraints of the conventional type/instance distinction. Clovers provide a new definition of object-hood, in which a single object may consist of multiple overlapping representations, sharing aspects of both behavior and identity. We show how clovers can be used to implement multiple views, changes to the type of an object, and expanded type notions such as minimal template. We argue that Clovers provide a useful unification of the type/instance relaxations that have been presented in the literature, such as versioning, prototypes, and boolean classes.
Philosophy As Engineering, Lynn Stein
Philosophy As Engineering, Lynn Stein
Lynn Andrea Stein
Ours is a field in crisis. Artificial Intelligence cannot make up its collective mind whether it is a discipline of Science or of Engineering. It is unclear from our literature and from our research whether our goals are to explain intelligence or to create it. A researcher who hypothesizes about the structure of intelligent behavior is accused of constructing theories without hope of instantiation; one who creates a seemingly intelligent artifact often sees it derided as "mere hackery." The theorists among us confer in an ever more arcane language, grasping for the idealized agents and environments for which our formal …
Rethinking Cs101: Or, How Robots Revolutionize Introductory Computer Programming, Lynn Stein
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.
Building Brains For Bodies, Lynn Stein, Rodney Brooks
Building Brains For Bodies, Lynn Stein, Rodney Brooks
Lynn Andrea Stein
We describe a project to capitalize on newly available levels of computational resources in order to understand human cognition. We are building an integrated physical system including vision, sound input and output, and dextrous manipulation, all controlled by a continuously operating large scale parallel MIMD computer. The resulting system will learn to "think" by building on its bodily experiences to accomplish progressively more abstract tasks. Past experience suggests that in attempting to build such an integrated system we will have to fundamentally change the way artificial intelligence, cognitive science, linguistics, and philosophy think about the organization ofintelligence. We expect to …
Skeptical Inheritance: Computing The Intersection Of Credulous Extensions, Lynn Stein
Skeptical Inheritance: Computing The Intersection Of Credulous Extensions, Lynn Stein
Lynn Andrea Stein
Ideally skeptical inheritance supports exactly those inferences true in every credulous extension of an inheritance hierarchy. We provide a formal definition of ideally skeptical inheritance. We show that two path-based approaches fail to capture ideally skeptical inheritance, and that there are inheritance hierarchies for which there are more always-true inferences than always-supported paths. We describe an ATMS-like scheme that computes ideally skeptical inheritance and represents hierarchical dependencies using a limited form of Boolean satisfiability. Finally, we demonstrate a preemption (specificity) strategy for which ideally skeptical inheritance is polynomial time computable.
Challenging The Computational Metaphor: Implications For How We Think, Lynn Stein
Challenging The Computational Metaphor: Implications For How We Think, Lynn Stein
Lynn Andrea Stein
This paper explores the role of the traditional computational metaphor in our thinking as computer scientists, its influence on epistemological styles, and its implications for our understanding of cognition. It proposes to replace the conventional metaphor a sequence of steps with the notion of a community of interacting entities, and examines the ramifications of such a shift on these various ways in which we think.
If Emulation Is Representation, Does Detail Matter?, Lynn Stein
If Emulation Is Representation, Does Detail Matter?, Lynn Stein
Lynn Andrea Stein
One property of the emulator framework presented by Grush is that imagery operates off-line. Contrary to this viewpoint, we present evidence showing that mental rotation of a simple figure modulates low-level features of drawing articulation. This effect is dependent upon the type of rotation, suggesting a more integrative online role for imagery than proposed by the target article.