USERS & WEB
LINKS: The following are some of the known
websites that link to the HNMI website or/and use its resources. Search engine websites
and libraries are NOT
included in the list as they are too many to list).
Educational Institutions
Don State
Technical University: Resources are used in a
Numerical Methods course for humanities. They are mainly using
examples and presentation materials. It is also being
used to encourage Russian students in the class to simultaneously
improve their command of English language as well as mathematics.
Tuskegee University: A new course Numerical
Methods/Modeling/Simulation in Mechanical Engineering uses the
textbook and YouTube videos.
Lewis University: The instructor for
13-350-1 Numerical Analysis will use the resources as a substitute
for a textbook.
University of
North Carolina, Charlotte: The instructor for
ECGR4102 Engineering Simulation has
assigned the online Numerical Methods textbook as a required
textbook for the course.
University of
Houston: The instructor for
CHEE 3334 Numerical and Statistical Methods has
assigned the online Numerical Methods textbook as a required
resource for the course.
Saginaw Valley
State University: The instructors in
mechanical engineering course ME384 Computational and Experimental
Methods use the resources to introduce algorithms for modeling. The students in the Math
441
Numerical Analysis course found the website and are using it in
their study sessions.
University of
Central Washington University: They are using several resources
and the textbook in
the newly developed Numerical Methods course in the Mathematics
Department.
Yeshiva
University: They are using several resources in
a new course in the Physics Department - Computational Methods in
Scientific Research. Specifically they are using audiovisual
lectures and textbook chapters of nonlinear equations, integration
and ordinary differential equations. They also use MATHEMATICA
as the computational package. The students are from Physics,
Mathematics and Biology majors.
Kocaeli
University, Turkey: They are using all resources in
MUH211 Numerical Analysis course.
Drexel
University: They are using
multiple-choice questions and PowerPoint presentations in their
BMES 673 BioSimulations II course in the Department of School of
Biomedical Engineering, Science & Health Systems.
Glasgow
University: They are using
multiple-choice questions in Programming Methods Using MATLAB
course.
Carroll College:
They are using the resources in MA/CS 342 Numerical Computing and
Visualization course. They are using all modules except for
regression. Students majors include mathematics, engineering
and computer science.
Wayne State University:
They are using the resources in the BE 2550 Numerical Methods with
MATLAB course in the Department of Biomedical Engineering.
University of Leeds:
They are using the web-based resources in their Numerical Methods
and Statistics course in the Geophysics department.
School of Physics and Engineering at Sun Yat-sen University,
Guangzhou, China:
They are using the YouTube video lectures in their Numerical methods
course.
University of Colorado at Colorado Springs:
They are using varied resources in the course - Numerical Computing
(CS 460/560) .
University of Texas, Tyler:
They are using varied resources in the course - ENGR 4326-Numerical
Methods for Engineers.
College of Engineering, Nahrain University, Baghdad, IRAQ:
They are using varied resources in the Scientific Computing course.
Polish University of Science and Technology in Cracow:
They are using the PPTs and videos in a Numerical Methods course in
the Physics Department
University of Heidelberg: They are using the
resources in a 2-week block of Numerical Methods in their Physics
Department.
Division of Math & IT, Mount Saint Mary College:
Using several modules in their
Numerical Analysis Course. The readings for the course are
assigned from the website.
Bioproducts and Biosystems Engineering, University
of Minnesota: Used materials from the
website for a inversion methods seminar.
University of Cincinnati:
They are using MATLAB modules in their Numerical Methods course in
Department of Civil Engineering.
Pontificia Universidad Católica del Ecuador
(School of Engineering): They are using the ebooks and the MATLAB modules in their
Numerical Methods course.
Faculdade de Engenharia - Pontifícia Universidade católica do rio
Grande do Sul (PUCRS) - BRASIL: They are using the resources in a Numerical Methods course in
Chemical Engineering.
De La Salle Lipa (DLSL) ,
Philippines: The course Numerical Methods Computer
Applications in the department of electrical engineering is using
textbook notes and MATLAB worksheets on several topics including
nonlinear equations, SLE, interpolation and regression.
University of Toronto:
The Calculus and
Numerical Methodscourse
uses the textbook notes of the website as the textbook for the numerical
methods part of the course.
University of Minnesota: In
their course
Intro
to Matrix Algebra, the e-textbook Introduction to Matrix
Algebra is used asa course text.
Skidmore College: In their
course Mathematical Modeling, MATHEMATICA modules on Lagrangian and
Spline interpolation are used in the class lectures.
Vrije Universiteit Amsterdam:
In their course Methods in
Theoretical Biology, the e-textbook Introduction to Matrix
Algebra is recommended reading
University of California at San
Deigo: Used as
online resource for MATH 170C Numerical Ordinary Differential
Equations.
Louisiana Tech: In their course
MEEN 292 Mechanical Engineering Computer Applications, many
of the physical problems of the website are used to assign HW and
illustrate numerical methods.
Polytechnic University:
LinksIntroduction to Matrix Algebra ebook as a useful
link for EL 512Image Processing course.
Digital Libraries
Saylor Foundation: The
foundation harnesses online resources to develop free educational
curriculums. More than 90% of the resources for the
Numerical Methods
course at the site is from this open courseware.
World Lecture Hall: WLH is an
entry point to free online course materials from around the world.
Mathforum: The Math Forum is
the comprehensive resource for math education on the Internet.
Entries
are for the website and the Introduction to Matrix Algebra book.
NSDL Scouts Report: Since 1994,
the Internet Scout Project has focused on research and development
projects that provide better tools and services for finding,
filtering and delivering online information and metadata. Here
they are
reviewing the Introduction to Matrix Algebra ebook.
MERLOT: Finds peer reviewed
online teaching and learning materials. Shares advice and expertise
about education with expert colleagues. Recognizes contributions to
quality education. View the
collection data of the website.
SMETE:
Engineering Pathway is a portal to high-quality teaching and
learning resources in applied science and math, engineering,
computer science/information technology and engineering technology,
for use by K-12 and university educators and students. View
the
collection data.
INTUTE:
Intute is a free online
service providing you with access to the very best Web resources for
education and research. The service is created by a network of UK
universities and partners. View the
collection data of the Introduction to Matrix Algebra
book.
Computational Package Centers
Wolfram Demos: Several
Wolfram demos have been programmed for Numerical Methods.
Featured User MathCAD: In
October, 2004 MathCAD Advisor Newsletter
profiled the website as a featured user.
Awards
2004 ASME Curriculum Innovation Award:
The
ASME Curriculum Innovation Award recognizes innovation in
Mechanical Engineering (ME) and Mechanical Engineering Technology
(MET) Education and encourages the dissemination of exemplary
curricular innovations throughout the engineering education
community. The award is given for curriculum innovations for
undergraduate, graduate or continuing education, that 1) have
demonstrated a significant advancement in engineering education and
have been demonstrated (reduced to practice). 2) Have the potential
for significant impact on meeting the changing needs of the
engineering profession. 3) Have the ability to be adapted by many
schools in an affordable and effective manner. 4) Show a high
likelihood of the innovation being widely adopted.” In 2004, Drs.
Kaw and Besterfield received the award for the ongoing development,
assessment, and dissemination of the web-based modules available at
the Holistic Numerical Methods Website. Read
paper and go through the
PPT
presentation.
2006 ASEE DELOS Best Paper Award:
The Division for Experimentation and Laboratory Oriented Studies
(DELOS) Division of American Society of Engineering Education (ASEE)
recognizes individuals for excellence in the preparation and
presentation of a paper in a DELOS session at the ASEE Annual
Conference. A paper on "Assessing
Teaching Methods in a Numerical Methods Course" received a 2006
ASEE DELOS
best paper award.
This book entitled Numerical Methods with
Applications is written primarily for engineering undergraduates taking
a course in Numerical Methods. This book is recommended to a
general user, and the students at Arizona State University and
Department of Chemical Engineering at University of South Florida. The textbook offers a unique treatise to
numerical methods which is based on a holistic approach and short
chapters. This book is a product of many years of work on educational
projects funded since 2002 by the National Science Foundation. Features:
1) Examples of real-life applications are available from seven different
engineering majors. 2) Each chapter is followed by multiple-choice
questions. 3) Supplemental material such as primers on differential and
integral calculus, and ordinary differential equations are available on
the web. 4) The book has a state-of-art dedicated open courseware
website with extra examples, PowerPoint presentations, worksheets in
MATLAB, MATHEMATICA, Maple and MathCAD, anecdotes, eBooks, and blogs.
This book entitled Numerical Methods with
Applications: Customized for Department of Civil Engineering at Old Dominion University is written primarily for engineering undergraduates taking
a course in Numerical Methods at Old Dominion University. The textbook offers a unique treatise to
numerical methods which is based on a holistic approach and short
chapters. This book is a product of many years of work on educational
projects funded since 2002 by the National Science Foundation. Features:
1) Examples of real-life applications are available from seven different
engineering majors. 2) Each chapter is followed by multiple-choice
questions. 3) Supplemental material such as primers on differential and
integral calculus, and ordinary differential equations are available on
the web. 4) The book has a state-of-art dedicated open courseware
website with extra examples, PowerPoint presentations, worksheets in
MATLAB, MATHEMATICA, Maple and MathCAD, anecdotes, eBooks, and blogs.
This book entitled Numerical Methods with
Applications: Customized for Mechanical Engineering Students of
University of South Florida is written primarily for mechanical engineering undergraduates taking
a course in Numerical Methods at the
University of South Florida. The textbook offers a unique treatise to
numerical methods which is based on a holistic approach and short
chapters. This book is a product of many years of work on educational
projects funded since 2002 by the National Science Foundation. Features:
1) Examples of real-life applications are available from seven different
engineering majors. 2) Each chapter is followed by multiple-choice
questions. 3) Supplemental material such as primers on differential and
integral calculus, and ordinary differential equations are available on
the web. 4) The book has a state-of-art dedicated open courseware
website with extra examples, PowerPoint presentations, worksheets in
MATLAB, MATHEMATICA, Maple and MathCAD, anecdotes, eBooks, and blogs.
This book entitled Numerical Methods with
Applications: Customized for University of South Carolina is written primarily for engineering undergraduates taking
a course in Numerical Methods at
University of South Carolina. The textbook offers a unique treatise to
numerical methods which is based on a holistic approach and short
chapters. This book is a product of many years of work on educational
projects funded since 2002 by the National Science Foundation. Features:
1) Examples of real-life applications are available from seven different
engineering majors. 2) Each chapter is followed by multiple-choice
questions. 3) Supplemental material such as primers on differential and
integral calculus, and ordinary differential equations are available on
the web. 4) The book has a state-of-art dedicated open courseware
website with extra examples, PowerPoint presentations, worksheets in
MATLAB, MATHEMATICA, Maple and MathCAD, anecdotes, eBooks, and blogs.
This book is intended for an introductory course in MATLAB
programming in STEM (science, technology, engineering, and mathematics)
fields. The first nine chapters of the book focus on MATLAB
commands and sequential programming. Here the user is introduced to
using the program interface, common MATLAB commands for displaying
outputs and mathematical functions, and applications to science and
engineering problems. In the next six chapters, we use MATLAB commands
for basic mathematical procedures learned in the engineering calculus
and ordinary differential equations courses. In the last fourteen
chapters, the user is introduced to basic programming concepts of
conditional statements, repetition, extrinsic functions, and interaction
with external files.
Since 2002, the Introduction to Matrix
Algebra book has been downloaded by more than 30,000 users from 50
different countries. This book is an extended primer for undergraduate
Matrix Algebra. The book is either to be used as a refresher material
for students who have already taken a course in Matrix Algebra or used
as a just-in-time tool if the burden of teaching Matrix Algebra has been
placed on several courses. In my own department, the Linear Algebra
course was taken out of the curriculum a decade ago. It is now taught
just in time in courses like Statics, Programming Concepts, Vibrations,
and Controls. There are ten chapters in the book: 1) Introduction, 2)
Vectors, 3) Binary Matrix Operations, 4) Unary Matrix Operations, 5)
System Of Equations, 6) Gaussian Elimination, 7) LU Decomposition, 8)
Gauss-Seidal Method, 9) Adequacy Of Solutions, 10) Eigenvalues And
Eigenvectors. Open Courseware
JOURNAL PUBLICATIONS
The links will give you complete papers
only if you have online subscription to the journals
With decreasing budgets for teaching assistants, large class sizes, and
increased teaching loads, it is becoming ever more important to
effectively utilize resources without sacrificing best practices of
assessment. In the authors' collective teaching experience of 41 years,
students very rarely approach the final examinations as a learning
mechanism. Therefore, the final examination serves only for
demonstration of sufficient topic mastery. In this study, a hybrid
multiple-choice final examination with optional partial credit (MC+PC)
was evaluated as a replacement for the same examination in constructed
response (CR) or strict multiple-choice (MC) formats. In the hybrid
MC+PC format, students were given multiple-choice options but were also
allowed to submit constructed responses that would be graded for partial
credit. The three examination formats were utilized once each in three
offerings of a Numerical Methods course at the University of South
Florida. Multiple linear regression and item analysis of student
responses demonstrate that students approach the MC+PC format similarly
to a CR exam, and the administrative requirements of the test were
significantly reduced. This study finds the hybrid MC+PC format to be
equally reliable and appropriate for a comprehensive final examination.
A
Holistic View on History, Development, Assessment, and Future of an Open
Courseware in Numerical Methods (2012)
ASEE Computers in
Education Journal
Vol 3(4), pp.
57-71, 2012
Funded since 2001 by National Science Foundation, an
innovative open courseware (http://nm.mathforcollege.com)
has been developed for a comprehensive undergraduate course in Numerical
Methods. The open courseware resources enhance instructor preparation
and development as well as the student educational experience by
facilitating a hybrid educational approach to the teaching of Numerical
Methods, a pivotal STEM course, via customized textbooks, adapted course
websites, social networking, digital audiovisual lectures, concept
tests, self-assessment of the level of learning via online
multiple-choice question tests and algorithm-based unlimited attempt
quizzes, worksheets in a computational system of choice, and real-life
applications based on the choice of one’s STEM major. The resources have
been implemented successfully at the University of South Florida,
Arizona State University, Old Dominion University, Milwaukee School of
Engineering, and Mississippi Valley State University. With philosophies
of open dissemination and pedagogical neutrality, more than 30
institutions and thousands of individual users have adopted the
resources in an a la carte fashion. In this paper, we discuss the
history, philosophy, development, refinement, assessment process, and
future of the open courseware. The summarized assessment results include
those of comparing several instructional modalities, measuring student
learning, effect of collecting homework for a grade, using online
quizzes as a substitute for grading homework, interpreting summative
ratings of the courseware, student satisfaction, and Google Analytics.
To determine, improve, and refine the quality of the online
resources for an engineering course in Numerical Methods, three
assessment instruments were used to gather feedback from 1) the
independent instructors of the numerical methods course, 2) the students
who use the majority of the resources, and 3) the general students
worldwide who use resources on an as-per-need basis. The findings of
this study provide strong evidence that the use of the website modules
is a valued aide to most students. The availability of information in
multiple modes and formats, at any time, for the students provides them
with accessible and convenient learning material that enhances
traditional methods. In addition, the analyses of the open-ended items
by both faculty reviewers and students provided insights into how a
website used in a technical course such as Numerical Methods can be
effectively organized and implemented to enhance student learning. Using
the multiple and innovative approaches described in the paper, the
instruments and methods illustrated in this study can be used in any
other course to help instructors assess their own online initiatives.
Our goal is to examine the impact different homework grading policies have
on students’ final examination performance. We are interested in not
only the overall student performance, but also in the performance of
specific student subgroups with varying backgrounds as well as the
impact of homework on the type of learning that takes place in the
course. The study was conducted in a Numerical Methods course at a large
university in the southeast of USA over a period of three years
encompassing data from over 300 hundred Mechanical Engineering students.
Statistical analysis of data regarding the impact of homework grading
policies on student subgroups based on several factors is presented. Our
results indicate that there is no statistically significant difference
in student examination performance when homework is collected and graded
versus when homework is assigned and not graded. However, certain
grading policies did seem to put some subgroups of students at a
disadvantage. While grading homework may not be critical in improving
student examination performance, it is important to ensure that students
practice the concepts.
International Journal of Mathematics Education
in Science and Technology
Vol. 43, No. 4, pp. 435-448, 2012.
Effective assessment is a cornerstone in measuring student learning in
higher education. For a course in Numerical Methods, a concept test was
used as an assessment tool to measure student learning and its
improvement during the course. The concept test comprised of
16-multiple-choice questions and was given in the beginning and end of
the class for three semesters. Hake’s gain index, a measure of learning
gains from pre-test to post-test, of 0.36 to 0.41 were recorded. The
validity and reliability of the concept test was checked via standard
measures such as Cronbach alpha, content and criterion related validity,
item characteristic curves, and difficulty and discrimination indices.
The performance of various subgroups such as pre-requisite grades,
transfer students, gender, and age were also studied.
Development And Assessment Of Digital
Audiovisual YouTube Lectures For An Engineering Course In Numerical
Methods (2011)
Autar Kaw, Sri Garapati
ASEE Computers in Education Journal
Vol. XIX (2), 2011, pp. 89-97.
Cyberlearning is transforming education by offering course
content through multiple context and platforms. As part of this transformation,
this paper describes the experience of preparing, recording, uploading,
organizing, and assessing audiovisual lectures for an engineering course in
Numerical Methods. More than 250 short modular videos are currently available
that cover the syllabus of a comprehensive undergraduate course in Numerical
Methods for Engineers. The motivation for the development of the audiovisual
lectures was based on a pilot study that showed that the examination performance
and student satisfaction increased with the availability of audiovisual
lectures. A final assessment of these resources made via a video analytics tool
shows increasing popularity of the videos, gives insight into the audience
attention, and presents demographics by gender, age, and geography. In addition,
a summative rating survey of the courseware shows significant increase in the
value of the quality of content and enhancement in student learning.
Several low cost, low space, low setup time experiments
were developed and implemented in an undergraduate course in Numerical
Methods for Engineers. The analysis and interpretation of the collected
experimental data encompassed most of the mathematical procedures
covered in the course. This paper describes these experiments and shows
how they were used throughout the course. The effect of introducing
experiments in the course was quantitatively and qualitatively surveyed
via student satisfaction surveys over a two-semester period. The
results of the student surveys indicate high student satisfaction,
especially in the areas of applying programming concepts, problem
formulation, and relevance to their engineering major.
Journal of Professional Issues in
Engineering Education and Practice
Vol. 134, No. 4, October 2008, pp. 359-364
This paper is an illustration of using a
problem-centered approach in an undergraduate course in numerical
methods. The problem used in the course was first encountered in a
research project that related to the assembly procedure of the fulcrum
of bascule bridges. It involved the study of the fulcrum assembly
procedure where a trunnion cooled in a dry-ice/alcohol mixture for
shrink fitting became stuck halfway in the hub before full insertion
could take place. The solution of the problem and its implementation
involved numerical solutions of mathematical procedures taught in a
typical numerical methods course. The effect of the problem-centered
approach in the classroom was quantitatively and qualitatively surveyed
over a two-semester period. The results indicate very high student
satisfaction in helping them: acquire basic knowledge and skills;
reinforce information presented in class, reading assignments, and
problem sets; learn to clearly formulate a specific problem and then
work it through to completion; develop generic higher-order thinking and
problem solving skills; and develop a sense of competence and confidence
and see the relevance of the course material to their major.
The effectiveness of four instructional
delivery modalities, (i) traditional lecture, (ii) Web-enhanced lecture,
(iii) Web-based self-study and (iv) Web-based self-study and classroom
discussion, was investigated for a single instructional unit (Non-linear
Equations) over separate administrations of an undergraduate engineering
course in Numerical Methods. Two assessment instruments - student
performance on a multiple-choice examination and a student satisfaction
survey - were used to gather relevant data to compare the delivery
modalities. Statistical analysis of the assessment data indicates that
the second modality, in which Web-based modules for instruction were
used during face-to-face lecture delivery mode, resulted in higher
levels of student performance and satisfaction.
Effectiveness of web-based modules developed
for a course in Numerical Methods was measured via three mixed assessment
instruments – student satisfaction survey, student performance in a
multiple-choice examination based on Bloom’s taxonomy, and summative
rating of the modules based on content, learning, usability and
technology. The web-based modules are holistic and are customized based on
a student’s engineering major and choice of computational system.
Statistical analysis of the assessment data indicates that web-based
modules for instruction improved both student satisfaction and
performance.
ASCE Journal of Professional Issues and Engineering
Education
Vol. 131, No 3, pp. 175-177, 2005.
Techniques include being organized, understand the importance of first
day, use teaching tools effectively, being compassionate, give rapid
feedback, ask questions, and having high expectations.
Autar Kaw, Nathan Collier, Michael Keteltas,
Jai Paul, Glen Besterfield
Computer Applications for
Engineering Education
Vol. 11, No 4, pp. 203-210,
2004
Prototype
web based resources have been developed for an undergraduate course in
Numerical Methods.The web modules are holistic, that is they include pre-requisite
information, real-life applications, presentations and notes, simulations,
and self-assessment.The student interest and learning are maximized by providing
customization of content based on a student’s engineering major and
computational system of choice.
For
developing web-based resources for an undergraduate course in Numerical
Methods, four computational systems (Maple®, MathCAD®, MATHEMATICA®,
and MATLAB®) were used to illustrate algorithms, convergence, and
pitfalls of different numerical methods.In this paper, we discuss the advantages and drawbacks of each
mathematical package based on this experience.Also as an example, from the four computational systems, we show
the source code and output for one of the simulations.
2004 ASME Curriculum
Innovation Award Winner, ASME International Mechanical Engineering
Congress & Exposition, Anaheim, CA, Nov 13-19, 2004.
Web-Based Resources for a
Course in Numerical Methods:
Proceedings of the
FIE 2003 conference in Boulder, CO, November 5-8,
2003.
Holistic Numerical Methods -A Customized Approach:
Presented
at the
ASEE 2003 conference in Nashville, TN, June 22-25,
2003.
Seven Traits of Highly Effective
Engineering Educators:
Proceedings of the
ASEE 2003 conference in Nashville, TN, June 22-25,
2003.
Holistic Numerical Methods -A Prototype:
Presented at 2002 NSF ECEG conference in Washington DC, September 30 - October
1, 2002
OTHER PUBLICATIONS
Using Bloom's
Taxonomy to Develop Exam Questions:
To check your mastery at expected levels in the course – Computational
Methods (Numerical Methods), I am following a widely used approach to
item-writing and test construction.This
approach is called Bloom’s taxonomy (..
more).Type
of publication:
Web Article
Postcard: See the
postcard sent to
numerical methods instructors and engineering department chairs in Fall
2007.
Refrigerator
Magnet for Promoting the Website: See the design of a
3.75"x2" business card sized
refrigerator magnet that was mailed in
Spring 2003 to instructors of numerical methods throughout the nation.
Mailing was targeted to instructors of numerical methods,
students, public and attendees of engineering education conferences.
