VLSI Education for Computer Science and Engineering Students through Virtual Labs

2012 ◽  
Author(s):  
Roopak Dubey ◽  
Harsh Wardhan ◽  
Shubhajit Roy Chowdhury
Keyword(s):  
Computer Science ◽  
Engineering Students ◽  
Virtual Labs ◽  
Science And Engineering

scholarly journals Outcomes Based Technique for Measuring Critical Thinking Ability on Computer Science and Engineering Students

2019 ◽  
Vol 8 (6) ◽  
pp. 4673-4678
Keyword(s):  
Critical Thinking ◽  
Computer Science ◽  
Engineering Students ◽  
Linear Time ◽  
Experimental Studies ◽  
Science And Engineering ◽  
Critical Thinking Ability ◽  
Thinking Ability ◽  
Instructional Perspectives ◽  
Survey Results

Literature clearly indicates that it is possible to develop quantifiable outcomes, such as critical thinking abilities, measure them and communicate student learning achievement of the outcomes, if the instructional and assessment approaches are organized in an effective way. Critical thinking ability of the Computer Science and Engineering students is an active process of skilfully conceptualizing the domain concept, analyzing and evaluating the information. This paper attempts to measure learning outcomes of ‘critical thinking ability’ which might be obtained by the students of Computer Science and Engineering, through two different instructional perspectives namely, i. the traditional linear time-bound instructions and ii. Outcomes Based instructions. The objective of this exercise is to determine whether Outcomes Based Education (OBE) in its instructional principles would be more suitable over the traditional methods in imbibing ‘Critical thinking ability’ as a learning outcome? Is it possible to classify students who prefer OBE methods of instructions? The paper elaborates an experimental study to compare and correlate the results obtained by these two selected instructional principles. The conclusions drawn out of the experimental studies as well as from the survey results will be of immense use to educational researchers of Computer Science and Engineering.

scholarly journals Leveraging Escape Room Popularity to Provide First-Year Students with an Introduction to Engineering Information

2018 ◽  
Author(s):  
Benjamin Walsh ◽  
Michelle Spence
Keyword(s):  
Computer Science ◽  
Engineering Students ◽  
First Year ◽  
Library Services ◽  
Science And Engineering ◽  
Research Skills ◽  
First Year Students ◽  
University Of Toronto ◽  
Engineering Information ◽  
The University

Incoming first-year engineering students at the University of Toronto often have difficulty navigating the library and its resources. Orientation activities at the Engineering & Computer Science Library are designed to introduce students to the library in an informal and entertaining way. In 2017, as a result of dropping interest in previous years' orientation activities, librarians at the Engineering & Computer Science Library collaborated with instructors and staff in the Faculty of Applied Science and Engineering to develop an orientation activity grounded in curriculum and based on the popular escape room game. Core library services and engineering resources were used to build a challenging program that introduced students to basic, but essential, research skills. Voluntary student participation in the game exceeded previous years' participation and all expectations of the game designers.

scholarly journals Outcomes Based Technique for Measuring Critical Thinking Ability on Computer Science and Engineering Students

2019 ◽  
Vol 8 (6) ◽  
pp. 4673-4678
Keyword(s):  
Critical Thinking ◽  
Computer Science ◽  
Engineering Students ◽  
Linear Time ◽  
Experimental Studies ◽  
Science And Engineering ◽  
Critical Thinking Ability ◽  
Thinking Ability ◽  
Instructional Perspectives ◽  
Survey Results

Literature clearly indicates that it is possible to develop quantifiable outcomes, such as critical thinking abilities, measure them and communicate student learning achievement of the outcomes, if the instructional and assessment approaches are organized in an effective way. Critical thinking ability of the Computer Science and Engineering students is an active process of skilfully conceptualizing the domain concept, analyzing and evaluating the information. This paper attempts to measure learning outcomes of ‘critical thinking ability’ which might be obtained by the students of Computer Science and Engineering, through two different instructional perspectives namely, i. the traditional linear time-bound instructions and ii. Outcomes Based instructions. The objective of this exercise is to determine whether Outcomes Based Education (OBE) in its instructional principles would be more suitable over the traditional methods in imbibing ‘Critical thinking ability’ as a learning outcome? Is it possible to classify students who prefer OBE methods of instructions? The paper elaborates an experimental study to compare and correlate the results obtained by these two selected instructional principles. The conclusions drawn out of the experimental studies as well as from the survey results will be of immense use to educational researchers of Computer Science and Engineering.

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