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Computing Across Curricula (CAC)The Final Report of Fellow Action Research Project
Fellow InformationName: Warren J. Jasper Position (Job Title): Professor
Department: Textile EngineeringChemistry and Science
CAC Fellowship Year and Semester: 2009Spring
Email: [email protected] Phone: (919) 515-6565
Years Employed at NCSU: 19 Years of Teaching (Total): 19
Courses you teach (on average)Number of Fall Sections: Undergraduate Level ___2___ Graduate Level ___1__Number of Spring Sections: Undergraduate Level ___4___ Graduate Level ______
Project InformationAction Research Project Title: Computing proficiency decay rate in Textile Engineering
Course InformationCourse Title: Textile Manufacturing Processes and Systems II
Course Number: TE 302 Number of Students: 37
PURPOSE & OBJECTIVES
Purpose: To determine the computing proficiency decay rate in the Textile Engineeringcurriculum. Determine the effect of an absence of computing problems on the computingproficiency in Textile Engineering students after one year.
METHOD
Two computing assignments were given in TE 302. These assignments wereincluded as part of the lab component of the course.
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Problem 1:
• Problem Statement: Design of Filling Satin lab1.pdf• Example of a working program emailed to each student and
demonstrated in class. SatinWeaves.xlsm• Two weeks to complete the assignment• Grading rubric. Low stakes (2% of final grade)• Written feedback by students on assignment.
Problem 2:• Problem involves solving a set of nonlinear equations for model
parameters of plain weave. Students measured 4 of 11 parametersin a woven fabric in lab. See handout.
• Grading rubric. Low stakes (2% of final grade)• Two weeks to complete the assignment.•
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RESULTS
Problem 1:
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Problem 2:
CONCLUSIONS
1. Computing proficiency drops about 30-40% per year if not reinforced.2. Students get a mixed message about keeping textbooks and reference material.3. Proficiency after 1 year is around 55-60%4. More data needs to be collected to validate claims.
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NEXT STEP/LESSONS LEARNED1. Include computer related problems at least once a year in the curriculum.2. Don’t give students a mixed message about keeping reference books that will be helpful in future
courses.3. Set ABET outcome to 80% proficiency by graduation.
