Holistic Numerical Methods

Transforming Numerical Methods Education for the STEM Undergraduate

 

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DISSEMINATION

 

 

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.

 

Wayne State University: Wayne State is using the online free textbook as the only required textbook in ECE262 Basic Engineering IV: Numerical Methods and Computer Programming.

 

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.

 

University of West Ontario: They are using several resources in the civil engineering course CE2219: Computational Tools for Civil Engineers.

 

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.

 

Florida Atlantic University: They are using the textbook resources in MAD3400 Numerical Methods 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.

 

Monash University, Australia: They are using seven chapters from Matrix Algebra module in their ETC2440 Mathematics for Economics and Business  (last accessed September 4, 2010) course.

 

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 Methods course 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 as a course text.

 

Skidmore College: In their course Mathematical Modeling, MATHEMATICA modules on Lagrangian and Spline interpolation are used in the class lectures.

 

University of California at Berkley: The Linear Algebra and Differential Equations uses the e-textbook Introduction to Matrix Algebra as a course reference

 

Mississippi Valley State University:  In their course Numerical Analysis I, examples from computer engineering are being used.

 

Michigan State: In the Analytical Methods for Electrical Engineering course, uses the e-textbook Introduction to Matrix Algebra as an optional textbook

 

Chulalongkorn University, Thailand: In their course Computational Physics, the power point presentations and textbook notes of the website are used.

 

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:  Links Introduction to Matrix Algebra ebook as a useful link for EL 512 Image 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.

 

Library at Mathcad:  Resources are under Aerospace, Chemical Engineering, Civil and Mechanical Engineering, Computer Science, Electrical Engineering, Mathematics categories.

 

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.

 

Maple Applications Work Center: Worksheets in Maple are available at Numerical Methods Education; Manufacturing; Statistics; Economics; Numerical Analysis

 

MATHEMATICA Information Center: Links are available at Courseware 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.

 

BOOKS

CUSTOMIZED TEXTBOOKS OF NUMERICAL METHODS

Numerical Methods with Applications

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.

 

Numerical Methods with Applications: Customized for Old Dominion University

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.

 

Numerical Methods with Applications: Customized for Mechanical Engineering of University of South Florida

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.

 

Numerical Methods with Applications: Customized for University of South Carolina

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.

Introduction to Programming Concepts with MATLAB

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.

 

Introduction to Matrix Algebra

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

Comparison of Final Examination Formats in a Numerical Methods Course (2015)

International Journal of Engineering Education

Vol. 31, No. 1(A), pp. 72–82, 2015

 

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.

 


Assessing Online Resources for an Engineering Course in Numerical Methods (2012)

Corina Owens, Autar Kaw, Melinda Hess

Computer Applications in Engineering Education

Vol. 20, No. 3, pp. 426-433, 2012.

 

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.

 


Does Grading Homework Improve Student Examination Performance? (2011)

Ali Yalcin, Autar Kaw

International Journal of Engineering Education

Vol. 27, No. 6, pp. 1333-1342, 2011.

 

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.

 


Measuring Student Learning Using Initial and Final Concept Test in a STEM Course  (2011)

Autar Kaw, Ali Yalcin

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.

 


Introducing and Assessing Laboratory Experience in a Numerical Methods Course for Engineers (2009)

Autar K. Kaw and Ali Yalcin

ASEE Computers in Education Journal

Vol. XVIIII (3), July-September 2009, pp. 57-65.

 

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.

 


Problem-Centered Approach in a Numerical Methods Course (2008)

Autar K. Kaw and Ali Yalcin

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.

 


Comparing Effectiveness of Instructional Delivery Modalities in an Engineering Course (2007)

Autar Kaw and Melinda Hess

International Journal of Engineering Education

Vol. 23, No. 3, pp. 508-516, 2007.

 

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.

 


Assessment of a Web-Enhanced Course in Numerical Methods (2005)

Autar Kaw, Glen Besterfield, and James Eison

International Journal of Engineering Education

Vol. 21, No. 4, pp. 712-722, 2005. 

 

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.

 


Techniques Employed by Highly Effective Engineering Educators (2005)

Autar Kaw

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.


 

Holistic but Customized Resources for a Course in Numerical Methods (2004)

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.


 

On Comparing Computational Systems - Maple, MathCAD, MATHEMATICA & MATLAB (2004)

Nathan Collier and Autar Kaw

ASEE Computers in Education Journal

Vol. XIV, No 1, pp. 12-24, 2004. 

 

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.

 


 

CONFERENCE PUBLICATIONS

 

How Do You Like Your Course - Blended or Flipped?: A Preliminary Comparison

Proceedings of 2015 ASEE Conference and Exposition, Seattle, WA, June 14-17, 2015.

 


Are Multiple-Choice Questions Suitable for a Final Examination in a STEM Course?

Proceedings of 2014 ASEE Conference and Exposition, Atlanta, GA, June 15-18, 2014.

 


Does It Matter Who Teaches A Core Mathematics Course To Engineering Undergraduates?

Proceedings of 2013 ASEE Conference and Exposition, Atlanta, GA, June 23-26, 2013.

 


A Holistic View on History, Development, Assessment, and Future of an Open Courseware in Numerical Methods

Proceedings of 2012 ASEE Conference & Exposition, San Antonio, TX, June 10-13, 2012.


 

Using Online Endless Quizzes as Graded Homework

Proceedings of 2011 ASEE Conference & Exposition, Vancouver, Canada, June 26-29, 2011.


 

Testing Concepts in a Numerical Methods Course

Proceedings of the ASEE-SE Conference, Charleston, SC, April, 2011.


 

Does Collecting Homework Improve Examination Performance?

Proceedings of 2010 ASEE Conference & Exposition, Louisville, KY, June 20-23, 2010.


 

Internet Chess-Like Game and Simultaneous Linear Equations, 

Proceedings of Global Conference on Learning and Technology, May 17-20, 2010, Penang (Island), Malaysia.


 

Development of Digital Audiovisual Lectures for an Engineering Course: A YouTube Experience

Proceedings of the ASEE-SE Conference, Blacksburg, VA, April 18-20, 2010.  


 

A Chess-Like Game For Teaching Engineering Students To Solve Large-Scale of Simultaneous Linear Equations

Proceedings of MODSIM World Conference, Virginia Beach, VA, October 14-16, 2009.


 

On Evaluating and Rating Online Resources for a Numerical Methods Course in Engineering Work in Progress

Proceedings of the ASEE Conference, Austin, TX, June 15-18, 2009.  


 

Evaluating the Impact of Web Based Resources on Student Learning and Satisfaction: Lessons Learned for Postsecondary Courses

Proceedings of the 2008 AERA Conference in Denver, CO, November 5 -8, 2008.


 

On Introducing Experiments in a Numerical Methods Course

Proceedings of the 2008 FIE Conference, Saratoga, NY, October 22-25, 2008.


 

Low Cost, Low Space, Low Setup Experiments for a Course in Numerical Methods

Proceedings of the ASEE-SE Conference, Memphis, TN, April 6-8, 2008.  


 

Incorporating a Research Problem in a Numerical Methods Course for Mechanical Engineers

Proceedings of the ASEE Conference, Honolulu, HI, June 25-28, 2007.


 

Assessing Teaching Methods for a Course in Numerical Methods

Presented at the ASEE Conference, Chicago, IL, June 18-21, 2006


 

Novel Web-Based Modules for a Course in Numerical Methods

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

 


 

ADVERTISEMENTS

Full Page Color Advertisement in ASEE Prism: See the full-page color advertisement published in November 2007 issue of ASEE Prism (Prism is the flagship publication of the American Society for Engineering Education).

 

Full Page B&W Advertisement in ASEE Prism: See the full-page B&W advertisement published in September 2007 issue of ASEE Prism (Prism is the flagship publication of the American Society for Engineering Education).

 

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.


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Copyrights: University of South Florida, 4202 E Fowler Ave, Tampa, FL 33620-5350. All Rights Reserved. Questions, suggestions or comments, contact kaw@eng.usf.edu  This material is based upon work supported by the National Science Foundation under Grant# Creative Commons License0126793, 0341468, 0717624,  0836981, 0836916, 0836805, 1322586.  Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.  Other sponsors include Maple, MathCAD, USF, FAMU and MSOE.  Based on a work at http://mathforcollege.com/nm.  Holistic Numerical Methods licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License.

 

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