scholarly journals What Do CS Students Value in Industry Internships?

2021 ◽  
Vol 21 (1) ◽  
pp. 1-15
Author(s):  
Mia Minnes ◽  
Sheena Ghanbari Serslev ◽  
Omar Padilla
Keyword(s):  
Critical Thinking ◽  
Computer Science ◽  
Real World ◽  
Technical Skills ◽  
Academic Programs ◽  
Science Students ◽  
Professional Networks ◽  
The Real ◽  
Opportunities For Learning

Summer internships present an opportunity for Computer Science (CS) students to expand and test their skills in “the real world.” These multi-faceted experiences call on students to use technical tools and critical thinking in collaboration with others to solve problems. There are many opportunities for learning and growth: which of these do students find most valuable? In this project, we collect and analyze open-ended reflections by undergraduate CS students at the conclusion of a summer internship. We see that students focus on technical skills, expanding professional networks, and the satisfaction of completing a product that will be of use to others. These insights help inform academic programs that support Computer Science students engaging in these internships and strengthen their connection to on-campus education.

scholarly journals Restoring the real world records in Men’s swimming without high-tech swimsuits

2020 ◽  
Vol 16 (4) ◽  
pp. 291-300
Author(s):  
Zhenyu Gao ◽  
Yixing Li ◽  
Zhengxin Wang
Keyword(s):  
Real World ◽  
Technical Skills ◽  
High Tech ◽  
Training Methods ◽  
Strong Indication ◽  
The Real ◽  
The Past ◽  
Optimal Estimates ◽  
World Records ◽  
And Training

AbstractThe recently concluded 2019 World Swimming Championships was another major swimming competition that witnessed some great progresses achieved by human athletes in many events. However, some world records created 10 years ago back in the era of high-tech swimsuits remained untouched. With the advancements in technical skills and training methods in the past decade, the inability to break those world records is a strong indication that records with the swimsuit bonus cannot reflect the real progressions achieved by human athletes in history. Many swimming professionals and enthusiasts are eager to know a measure of the real world records had the high-tech swimsuits never been allowed. This paper attempts to restore the real world records in Men’s swimming without high-tech swimsuits by integrating various advanced methods in probabilistic modeling and optimization. Through the modeling and separation of swimsuit bias, natural improvement, and athletes’ intrinsic performance, the result of this paper provides the optimal estimates and the 95% confidence intervals for the real world records. The proposed methodology can also be applied to a variety of similar studies with multi-factor considerations.

scholarly journals Addressing student cynicism through transformative learning

2010 ◽  
Vol 7 (1) ◽  
pp. 42-57
Author(s):  
Fernanda Duarte ◽  
Keyword(s):  
Critical Thinking ◽  
Qualitative Study ◽  
Business Ethics ◽  
Transformative Learning ◽  
Real World ◽  
Ethical Conduct ◽  
Ethical Principles ◽  
The Real ◽  
Management Students ◽  
Selection Of

This paper reflects on insights that emerged from the findings of a qualitative study conducted by the author in 2007 with third year management students from an Australian university on their perceptions in relation to business ethics. The findings revealed an attitude of cynicism with regard to the application of ethical principles beyond university years – in “the real world of business'. This led the author to engage in more systematic efforts to address this problem, and to this end, she found Mezirow's notion of transformative learning inspiring and valuable. It is contended that reflection and critical thinking are crucially important skills to enable consciousness shifts that will lead to a deeper understanding and greater appreciation of the importance of ethical conduct in management. They can act as antidotes to attitudes of cynicism which make students feel powerless and dejected, disinclined to apply the knowledge gained during their training beyond university years. A selection of examples of class activities and assessments to foster transformative learning is provided.

Virtual Teach Pendant Interface for Android Cellphones (VTPAC)

2018 ◽  
Author(s):  
Giulia A. Ferri ◽  
Scott E. Walter ◽  
Asiri Tennakoon ◽  
Ana M. Djuric
Keyword(s):  
Real World ◽  
Online Courses ◽  
Operating Mode ◽  
Academic Programs ◽  
Easy Access ◽  
The Real ◽  
Safe Environment ◽  
Kinematic Theory ◽  
Driver's License ◽  
Security Operations

The objective of this research is to develop a Virtual Teach Pendant for Android Cellphones (VTPAC) that is able to communicate with the robot model in the Visual Components software ⌈1⌉ ⌈2⌉. The VTPAC is a force multiplier that allows users to gain valuable teach pendant experience in labs with few robots, and makes the actual real-world robot time more valuable. It is also like a graduated driver’s license where the student must prove some proficiency with the VTPAC before being allowed to get behind the wheel. The VTPAC will be used to operate the real robot system too and will allow people to be trained without using real robotic systems in very safe environment. The VTPAC can be used for industrial training and can be integrated in the academic programs, especially for online courses. In this research, the Fanuc LR Mate 200iC robot and the Visual Components software have been selected as a case study. These choices were made because of the easy access to the Fanuc LR Mate 200iC and this interface by reason of it can control the robot the same way as the Teach Pendant in the real world. Using the robot kinematic theory to understand the Teach Pendant commands, the code was developed such that it respects the operating mode of the robot and all the security operations needed. For the VTPAC development we used Python to communicate with the Visual Components software to work as a client for the software. This can allow users to utilize its own cellphone as the teach pendant and the software as the robot, having a more real experience in a safe environment. The VTPAC has been implemented and tested successfully.

Computer Science Meets Education: Natural Language Processing for Automatic Grading of Open-Ended Questions in eBooks

2020 ◽  
Vol 58 (7) ◽  
pp. 1227-1255
Author(s):  
Glenn Gordon Smith ◽  
Robert Haworth ◽  
Slavko Žitnik
Keyword(s):  
Natural Language Processing ◽  
Natural Language ◽  
Language Arts ◽  
Computer Science ◽  
Language Processing ◽  
Real World ◽  
Fourth Grade ◽  
Science Students ◽  
Web Based ◽  
Science Professor

We investigated how Natural Language Processing (NLP) algorithms could automatically grade answers to open-ended inference questions in web-based eBooks. This is a component of research on making reading more motivating to children and to increasing their comprehension. We obtained and graded a set of answers to open-ended questions embedded in a fiction novel written in English. Computer science students used a subset of the graded answers to develop algorithms designed to grade new answers to the questions. The algorithms utilized the story text, existing graded answers for a given question and publicly accessible databases in grading new responses. A computer science professor used another subset of the graded answers to evaluate the students’ NLP algorithms and to select the best algorithm. The results showed that the best algorithm correctly graded approximately 85% of the real-world answers as correct, partly correct, or wrong. The best NLP algorithm was trained with questions and graded answers from a series of new text narratives in another language, Slovenian. The resulting NLP algorithm model was successfully used in fourth-grade language arts classes for providing feedback to student answers on open-ended questions in eBooks.

The Use of Discovery Learning in Improving Students’ Critical Thinking Ability

2021 ◽  
Vol 1 (2) ◽  
pp. 13-17
Author(s):  
Ida Ayu Made Trisna Dwi Jayanti
Keyword(s):  
Critical Thinking ◽  
Real World ◽  
Learning Model ◽  
Discovery Learning ◽  
Learning Methods ◽  
The Real ◽  
Critical Thinking Ability ◽  
Thinking Ability

Critical thinking ability is an essential ability that students need to compete in the 21 century. It is an ability to think carefully using reason and logic and being able to consider all the consequences of decisions taken to solve a problem. By having an ability to think critically, students are able to analyze and find solutions to any problems given by the teacher or problems they face in the real world. Students' critical thinking ability in Indonesia is still categorized as poor. Hence, teachers must find out the appropriate learning methods and models to train and improve students' critical thinking ability. This paper aims at identify the effectiveness of discovery-based learning model in improving students’ critical thinking ability. By then, teachers are expected to have an overview of how effective discovery-based learning is in improving students’ critical thinking ability. 

Widening Their Horizons: Encouraging Students to Understand a Complex World

2001 ◽  
Vol 38 (4) ◽  
pp. 279-289
Author(s):  
Steve Rake
Keyword(s):  
Computer Science ◽  
Real World ◽  
Group Work ◽  
Complex World ◽  
Professional Issues ◽  
Ethical Problems ◽  
The Real ◽  
Electronic Engineering ◽  
Catastrophic Failures ◽  
The World

Professional Issues attempts to demonstrate to undergraduates that they need skills wider than those they will acquire while studying for a degree in computer science or electronic engineering. A study of catastrophic failures gives relevance to activities such as keeping logbooks and group work, while lectures address subjects such as management and the ethical problems that can be encountered in the ‘real world’. There is evidence (somewhat anecdotal) that this approach encourages students to understand the complexities of the world they will be joining on graduation.

Adapting CTF challenges into virtual cybersecurity learning environments

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Stylianos Karagiannis ◽  
Emmanouil Magkos
Keyword(s):  
Undergraduate Students ◽  
Real World ◽  
Learning Experience ◽  
Technical Skills ◽  
Academic Program ◽  
Academic Programs ◽  
Theory And Practice ◽  
Content Type ◽  
Arcs Model ◽  
Hands On

Purpose This paper aims to highlight the potential of using capture the flag (CTF) challenges, as part of an engaging cybersecurity learning experience for enhancing skills and knowledge acquirement of undergraduate students in academic programs. Design/methodology/approach The approach involves integrating interactivity, gamification, self-directed and collaborative learning attributes using a CTF hosting platform for cybersecurity education. The proposed methodology includes the deployment of a pre-engagement survey for selecting the appropriate CTF challenges in accordance with the skills and preferences of the participants. During the learning phase, storytelling elements were presented, while a behavior rubric was constructed to observe the participants’ behavior and responses during a five-week lab. Finally, a survey was created for getting feedback from the students and for extracting quantitative results based on the attention, relevance, confidence and satisfaction (ARCS) model of motivational design. Findings Students felt more confident about their skills and were highly engaged to the learning process. The outcomes in terms of technical skills and knowledge acquisition were shown to be positive. Research limitations/implications As the number of participants was small, the results and information retrieved from applying the ARCS model only have an indicative value; however, specific challenges to overcome are highlighted which are important for the future deployments. Practical implications Educators could use the proposed approach for deploying an engaging cybersecurity learning experience in an academic program, emphasizing on providing hands-on practice labs and featuring topics from real-world cybersecurity cases. Using the proposed approach, an educator could also monitor the progress of the participants and get qualitative and quantitative statistics regarding the learning impact for each exercise. Social implications Educators could demonstrate modern cybersecurity topics in the classroom, closing further the gap between theory and practice. As a result, students from academia will benefit from the proposed approach by acquiring technical skills, knowledge and experience through hands-on practice in real-world cases. Originality/value This paper intends to bridge the existing gap between theory and practice in the topics of cybersecurity by using CTF challenges for learning purposes and not only for testing the participants’ skills. This paper offers important knowledge for enhancing cybersecurity education programs and for educators to use CTF challenges for conducting cybersecurity exercises in academia, extracting meaningful statistics regarding the learning impact.

scholarly journals The Use Of Debates Of Current Economic Issues As An Aid For Developing Critical Thinking Skills

2011 ◽  
Vol 2 (12) ◽  
Author(s):  
Patricia T. Papachristou
Keyword(s):  
Public Policy ◽  
Critical Thinking ◽  
Learning Process ◽  
Real World ◽  
Student Involvement ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Policy Issues ◽  
The Real ◽  
Economic Issues

Economics is exciting because it can deal effectively with critical public policy issues. Unfortunately, this aspect of economics is usually left for more advanced courses. Consequently many students find principles of economics boring and not relevant to the real world. The use of public policy issues can foster greater student involvement in the learning process with a higher level of critical thinking skills.

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