[Pre-freshman enrichment program]. Past accomplishments and results from prior DOE and NSF support

1996 ◽  
Author(s):  
Keyword(s):  
1972 ◽  
Vol 1 (1) ◽  
pp. 37-37
Author(s):  
Milton F. Shore ◽  
Charlotte Malasky ◽  
Norman A. Milgram

Robotics ◽  
2021 ◽  
Vol 10 (1) ◽  
pp. 13
Author(s):  
Igor M. Verner ◽  
Dan Cuperman ◽  
Michael Reitman

Education is facing challenges to keep pace with the widespread introduction of robots and digital technologies in industry and everyday life. These challenges necessitate new approaches to impart students at all levels of education with the knowledge of smart connected robot systems. This paper presents the high-school enrichment program Intelligent Robotics and Smart Transportation, which implements an approach to teaching the concepts and skills of robot connectivity, collaborative sensing, and artificial intelligence, through practice with multi-robot systems. The students used a simple control language to program Bioloid wheeled robots and utilized Phyton and Robot Operating System (ROS) to program Tello drones and TurtleBots in a Linux environment. In their projects, the students implemented multi-robot tasks in which the robots exchanged sensory data via the internet. Our educational study evaluated the contribution of the program to students’ learning of connectivity and collaborative sensing of robot systems and their interest in modern robotics. The students’ responses indicated that the program had a high positive contribution to their knowledge and skills and fostered their interest in the learned subjects. The study revealed the value of learning of internet of things and collaborative sensing for enhancing this contribution.


2021 ◽  
pp. 026142942110543
Author(s):  
Ophelie Desmet ◽  
Danielle Crimmins ◽  
Kathryn C. Seigfried-Spellar ◽  
Marcia Gentry

The present study used an explanatory mixed-method design to examine the effects of the Achievement Motivation Enhancement (AME)+Cyber enrichment program and teachers’ perception of procedures and outcomes in the context of emergency remote teaching, including online and hybrid formats, during the COVID-19 pandemic. Three teachers implemented the program with 57 students in grades 9 through 12. To evaluate the program, we combined change score analysis of pretest and posttest data on academic self-perception, self-regulation, goal valuation, cyber-related interest, as well as descriptive interpretative analysis of interview data. We found the online learning format was more effective than the hybrid format for the affective and cognitive outcomes. Qualitative findings suggested pedagogical concerns and struggle with online learning due to emergency remote teaching during the COVID-19 pandemic, centered around a lack of student engagement and interaction that appropriate levels of training and practice could remedy. Implications and future research suggestions are discussed.


1977 ◽  
Vol 43 (6) ◽  
pp. 375-377
Author(s):  
Walter J. Musgrove ◽  
Elsie H. Estroff

Author(s):  
Joel Hektner ◽  
Alison Brennan ◽  
Tracy Hansen ◽  
Sean Brotherson
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