Use software simulation to foster student learning in microcontroller related LABs and projects

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Principal Investigator: Lijian Xu, Farmingdale State College Microcontrollers are widely used in homes, offices, cars, factories, etc., and they have been an essential component of electrical and computer engineering education. Microcontrollers and their applications normally involve both software and hardware. It means that in microcontroller related LABs and projects, students often need to test and troubleshoot the software they develop on hardware platforms they build. This is often a challenging task for students because of the nature of software/hardware co-design. In this project, we aim at using software simulation to improve students’ learning experience in microcontroller LABs and projects. Specifically, we have the following objectives: i) to help the students complete their microcontroller related LABs and projects in a more manageable way; ii) to design simulation demos that can be used in lectures to help the students understand the course materials; and iii) to reach out to high school students with microcontroller simulations in order to promote their interests in studying STEM in college. Various assessment methods will be used to evaluate the project outcomes, based on which we will further improve and sustain the activities proposed in this project. Co-PI’s and Key Partners: Marjaneh Issapour, Professor, School of Engineering Technology, Department of Electrical and Computer Engineering Technology, Farmingdale State College Carlos Jativa, Instructional Support Associate, School of Engineering Technology, Department of Electrical and Computer Engineering Technology, Farmingdale State College Reports and Resources:

Implementing and Assessing Open Access Physiology Learning Modules

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Principal Investigator: Keith Schillo, SUNY Oneonta The major goal of this project is to use instructional technology to create and disseminate a new pedagogy for enhancing physiology education in a wide array of learning environments. The project will support implementation and evaluation of “Revolution in Physiology Education: RIPE for Change,” an NSF-funded project consisting of problem-based learning modules made available via an open-access website. NSF funds supported development of the RIPE concept, whereas the IITG funds will be used to adapt RIPE for dissemination and evaluation using instructional technology. The learning modules provide instructional tools for guiding students through active-learning exercises designed to develop higher-order thinking skills, improve mastery of difficult concepts and engage students in scientific methods. The highlights of the modules are state-of-the-art animations that illustrate important physiological concepts and high-quality videos of live experiments involving modern physiology instrumentation. The project relies heavily on student interns from graphic arts and biology and provides a platform for a unique type of experiential learning that blends art and science. Co-PI’s and Key Partners: Susan MacLeod, Instructor, Fulton-Montgomery Community College Katherine Spitzhoff, Lecturer, Art Department, SUNY Oneonta John Bugyi, Adjunct Instructor, Art Department, and Web Developer, Office of Communications, SUNY Oneonta Reports and Resources:

Instructional Technology to Stimulate, Enhance, and Attract Students In The Engineering Technology Field

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Principal Investigator: Lucas Craig, SUNY Canton The Bureau for Labor Statistics predicts that the U.S. will face a projected shortfall of qualified advanced- degree STEM workers by 2018. Part of the projected shortfall is for engineering technologists. In this proposal, a project-based engineering course will be developed and will use two primary teaching technologies to deliver engineering content to improve attraction and retention rates in Engineering Technology at SUNY Canton: a 3-D projector system and a gesture controlled armband, called the Myo. The 3- D projector system allows students to view items in 3 dimensional space and the Myo analyzes muscle movement provided by an individual’s arm to control technology. These teaching technologies will provide students with the opportunity to view applications and showcase engineering technology in a new, novel way. Co-PI’s and Key Partners: Christina Smith, Instructional Technologist of Online Learning, SUNY Canton Feng Hong, Associate Professor of Engineering Technology- Physics, SUNY Canton Rashid Aidun, Associate Professor of Engineering Technology- Electrical Engineering Tech, SUNY Canton Reports and Resources:

TeachLivE from New York: It’s SUNY Wide! Enhancing Pedagogical Practice within a Simulated Environment

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Principal Investigator: Krista Vince Garland, Buffalo State This application seeks to continue work from an IITG project funded in 2013. The current proposal extends upon the last project by expanding collaboration and open sharing among SUNY colleagues to improve quality of learning experiences for students through the use of the TeachLivE (TLE) virtual classroom simulator. The TLE simulator is an immersive mixed reality environment. This setting provides pre-service and in-service teachers the opportunity to learn new skills and to craft their practice without placing “real” students at risk during the learning process. Renewal would allow for continuance in the development of a competency-based curriculum delivery model based upon research for improved mechanisms within teacher education programs. Continued funding would provide for state wide scale-up with the establishment of a SUNY TLE Consortium, faculty regional trainings, creation of a SUNY TLE Resource Manual, a Delphi Study to determine practice priorities, and assessment of TLE impact on learning outcomes. Co-PI’s and Key Partners: Karen Bell, Associate Professor and Chair, Department of Educational Administration, SUNY New Paltz Sharon Raimondi, Director of the Joint Doctoral Program, University at Buffalo Reports and Resources: