Physical Sciences and Mathematics Commons^™

Ceg 468/668: Managing The Software Development Process, John A. Reisner

Computer Science & Engineering Syllabi

No abstract provided.

Ceg 498-01: Design Experience, Thomas C. Hartrum

Computer Science & Engineering Syllabi

CEG 498 (Design Experience) is a summative computer engineering design project course that builds upon previous engineering, science, mathematics and c01mnunications course work. CEG 498 projects are a minimum of two quarters in length and must be completed in groups of at least three students. Projects are selected under the guidance of the course instructor and are tailored to both student interest and formal classroom preparation. Students are evaluated both on their individual contributions as recorded in a graded engineering journals and on the quality of their collective efforts as reflected in group generated products.

Ceg 477/677-01: Computer Graphics Ii, Thomas Wischgoll

Computer Science & Engineering Syllabi

No abstract provided.

Ceg 725-01: Computer Vision Ii, Arthur A. Goshtasby

Computer Science & Engineering Syllabi

No abstract provided.

Ceg 730-01: Distributed Computing Principles, Prabhaker Mateti

Computer Science & Engineering Syllabi

Communicating sequential processes, clients and servers, remote procedure calls, stub generation, weak and strong semaphores, split-binary-semaphores, and distributed termination. Example languages: SR, Linda.

Ceg 260-01: Digital Computer Hardware/Switching Circuits, Eric Maston

Computer Science & Engineering Syllabi

We will discuss and cover basic digital, combinational and sequential logic systems. Labs will be used to gain valuable practical experience in implementing elementary circuits and logic designs.

Ceg 416-01: Matrix Computations, Bin Wang

Computer Science & Engineering Syllabi

This course is a survey of numerical methods in linear algebra for application to problems in engineering and the sciences. Emphasis is on using modern software tools on high performance computing systems. This course covers the mathematics of linear equations, eigenvalue problems, singular value decomposition, and least squares. Material covered will be relevant to applications areas such as structural analysis, heat transfer, neural networks, mechanical vibrations, and image processing in biomedical engineering. A student should familiarize himself/herself with MATLAB. A basic knowledge of matrix algebra is required.

Ceg 490/690-01: Technology-Based Ventures, Forouzan Golshani, S. Narayanan

Computer Science & Engineering Syllabi

No abstract provided.

Ceg 221-01: Advanced C Programming For Engineers, Robert Helt

Computer Science & Engineering Syllabi

This course introduces advanced constructs, algorithms, and data structures in the C programming language. Emphasis is on problem solving and techniques useful to engineers. Topics include functions, array, pointers, structures as well as sorting algorithms, linked lists, complex numbers, stacks, queues, hash tables, and binary trees. 4 credit hours. Prerequisite: CEG220 (Introduction to C Programming for Engineers).

Ceg 320/520-01: Computer Organization And Assembly Language Programming, Sridhar Ramachandran

Computer Science & Engineering Syllabi

Terminology and understanding of functional organizations and sequential operation of a digital computer. Program structure, and machine and assembly language topics including addressing, stacks, argument passing, arithmetic operations, traps, and input/output. Macros, modularization, linkers, and debuggers are used. Three hours lecture, two hours lab. Prerequisite: CS 242, CEO 260.

Ceg 220-01: Introduction To C Programming For Engineers, Robert Helt

Computer Science & Engineering Syllabi

This course provides a general introduction to computers as a problem-solving tool using the C programming language. Emphasis is on algorithms and techniques useful to engineers. Topics include data representation, debugging, and program verification. 4 credit hours. Prerequisite: MTH 229 (Calculus I) or EGR 101 (Engineering Mathematics).

Ceg 333-01: Introduction To Unix, Thomas Wischgoll

Computer Science & Engineering Syllabi

No abstract provided.

Ceg 411/611-01: Microprocessor-Based System Design, Jack Jean

Computer Science & Engineering Syllabi

No abstract provided.

Ceg 433/633-01: Operating Systems, Prabhaker Mateti

Computer Science & Engineering Syllabi

The management of resources in multi-user computer systems. Emphasis is on problems of file-system design, process scheduling, memory allocation, protection, and tools needed for solutions. Course projects use the CIC++ language and include the design of portions of an operating system. 4 credit hours.

A Semantic Future For Ai, Rudi Studer, Anupriya Ankolekar, Pascal Hitzler

Computer Science and Engineering Faculty Publications

In our modern information society, people need to manage ever-increasing numbers of personal devices and conduct more of their work and activities online, often making use of heterogeneous services. The amount of information to be processed by each individual is constantly growing, making it increasingly difficult to control, channel, share and make constructive use of it. To mitigate this, computing needs to become much more human-centered, e.g. by presenting personalised information to users and by respecting personal preferences in controlling multiple devices or invoking various services. Appropriate representation of the semantics of the information and functionality of devices and services …

Editor's Introduction And Acknowledgments, Karen Paisley, Leo H. Mcavoy, Anderson B. Young, Wynn Shooter, Joshua Bochniak

Research in Outdoor Education

An introduction to the journal "Research in Outdoor Education," volume 8 is presented by the authors on behalf of the Coalition for Education in the Outdoors (CEO) Research Committee.

Front Matter, Coalitition For Education In The Outdoors (Ceo)

Research in Outdoor Education

The Coalition for Education in the Outdoors is a network of institutions, organizations, agencies, centers, businesses, and associations linked and communicating in support of the broad purposes of education in, for, and about the outdoors. The Coalition assists in identifying the needs of its affiliates, in meeting their various constituent needs, as well as advancing the mission of outdoor education globally.

A Research Task Force was initiated by the Coalition in 1990 with the purpose of supporting the conduct of research in the field and dissemination of the results. The symposium at Bradford Woods and this publication offer evidence of …

Preface, Anderson B. Young

Research in Outdoor Education

A preface to the journal "Research in Outdoor Education," volume 8 is presented by the author on behalf of the Coalition for Education in the Outdoors (CEO) Research Committee.

The Program Development Process: Developing Optimal Youth Development Environments Through The Camp Experience, M. Deborah Bialeschki, Margery M. Scanlin, Michelle Alberti Gambone, Cynthia L. Sipe

Research in Outdoor Education

Many camp professionals find themselves continually challenged to document the value of the camp experience for youth. Funders want to hold camps accountable to their goals, boards want to see evidence that camp programs result in benefits in line with the organization's mission, and directors themselves want to know if they achieved the desired outcomes as well the most effective "best practices". The American Camp Association (ACA) teamed with Youth Development Strategies, Inc. (YDSI) in a project to look at how campers assessed their camp experiences on outcomes that contribute to positive youth development. The purpose of this study was …

Environmental Desirability Responding: One Possibility In Addressing The Attitude-Behavior Gap, Alan Ewert, Graeme Galloway

Research in Outdoor Education

One of the underlying assumptions made by many outdoor education programs is that a student's attitude toward the natural environment can be modified toward more pro-environmental beliefs through the acquisition of new knowledge and direct experiences with or in those environments. In tum, these attitudes can lead to behavior changes that possibly lead to more pro-environment actions, such as recycling, reduced consumption patterns, or even advocacy. Thus, using a properly sequenced set of knowledge and experiences in order to develop informed and pro­-environment attitudes and behaviors has become one' standard way to design both outdoor education activities and curricula.

One …

Investigating The Long-Term Impact Of Adventure Education: A Retrospective Study Of Outward Bound Singapore's Classic 21-Day Challenge Course, Michael Gassner, Abdul Kahlid, Keith Russell

Research in Outdoor Education

This study was conducted to further our understanding of the impact an outdoor adventure education experience has on participants' personal and professional life. Outdoor adventure education follows an experiential philosophy of learning and takes place primarily through sensory involvement with the natural world (Priest and Gass, 1997). Ewert and McAvoy (2000) have mentioned that the transfer of benefits of adventure programs and their components to work and everyday life have often been neglected in research.

An Employee Perspective Of Service In An Outdoor Education Organization: A Means-End Study, Marni Goldenberg, Dan Pronsolino, David B. Klenosky

Research in Outdoor Education

This research examined staff perceptions of the outcomes and values of service in an outdoor education organization through an approach known as means-end analysis. Means-end analysis provides a framework to identify and explore the interrelationships among the important attributes, consequences (i.e., benefits and outcomes), and values of a product or service (Gutman, 1982; Klenosky, Gengler, & Mulvey, 1993). Typically, the means-end approach bas focused on decision-making behavior of consumers. More recent applications have used the approach to understand the outcomes associated with ropes course programming (Goldenberg, Klenosky, O'Leary, & Templin, 2000) and the components of an Outward Bound experience (Goldenberg, …

Environmental Sensitivity And Outdoor Recreation Setting Preferences, Tinelle Bustam, Anderson B. Young, Sharon Todd

Research in Outdoor Education

Over the last 30 years, researchers have considered the complexities of "environmental sensitivity," specifically, the factors that cause people to care or be concerned about the environment. Such research emerges from the notion that environmental sensitivity is the first step in a developmental process that leads persons toward environmental literacy or what Chawla (1998) calls a sense of "ownership" and "empowerment" (p. 11) regarding protection of the environment. In this sense, environmental sensitivity becomes the foundation on which environmental educators can build. By exploring the relationship between environmental sensitivity and other variables, environmental educators may be provided with means of …

Leadership And L.B. Sharp: Narratives Shared Of A Revered Outdoor Educator, Julie A. Carlson

Research in Outdoor Education

This article reviews the contributions to the field of outdoor education made by Dr. Lloyd Burgess Sharp.

Collective Meanings Of An Outdoor Leadership Program Experience As Lived By Participants, Andy Ballard, Amy Shellman, Aya Hayashi

Research in Outdoor Education

The purpose of this study was to describe the perceptions and meanings of the lived experiences of participants of the Conservation and Outdoor Recreation/Education (CORE) program at Indiana University. It is hoped that the information provided in this study will help to meet the call for methodological pluralism and allow program developers and the research community at large to gain a more descriptive and thorough account of the outdoor leadership development experiences of program participants, with the ultimate goal of improving outdoor leadership programs.

The Influence Of A Wilderness Experience Program On Students' Attitudes Toward Wilderness, Betsy R. Lindley

Research in Outdoor Education

The purpose of the study was to examine how a wilderness education program (WEP) influenced students' attitudes towards wilderness and to understand what part of the experience students perceived led to changes in their attitudes toward wilderness protection and preservation. Developing a better understanding of how education influences environmental beliefs, attitudes, and behaviors is important in the wilderness education and resource management fields as they seek the best methods to preserve wildland resources.

An Investigation Of Self-Efficacy In A Freshman Wilderness Experience Program, Jennifer L. Hinton, Danny L. Twilley, Robin Mittelstaedt

Research in Outdoor Education

The purpose of this study was to further investigate the link(s) between wilderness programs and the development of self-efficacy in first-year college students. Self-efficacy in first year college students is important because in order for students to successfully complete college, they have to deal or cope with many challenges and stressors, and the higher one's self-efficacy the more likely students are to actively cope with the challenges and stresses they face (Davenport & Lane, 2006). The study also explored how participants in the wilderness group were impacted in specific ways,in relation to their self-efficacy based on self-reported statements provided in …

Inclusion At Residential Outdoor Environmental Education Centers: A Survey Of Current Practices, Kendra Liddicoat, Jim Rogers, Lynn Anderson

Research in Outdoor Education

In recent decades, persons with disabilities have become increasingly integrated into all aspects of society, including education and-recreation programs. In schools, this change has resulted from an understanding that provision of "a least restrictive environment," as mandated by the Individuals with Disabilities Education Act (IDEA), is often a regular education classroom rather than a segregated special education one. On a broader level, the Americans with Disabilities Act (ADA) has spurred recreation and social programs to make their facilities welcoming and accessible to all. As providers of school-sponsored as well as public programs, residential outdoor environmental education centers are also expected …

The Wilderness Solo: The Effect Of Intentional Design, Andrew J. Bobilya, Kenneth R. Kalisch

Research in Outdoor Education

The purpose of this exploratory study was to investigate the influence of intentional design by the instructor regarding the Solo's (a) purpose and framing, (b) instructor visit, and (c) individual and group debriefing. This study extends the previous Solo research by hypothesizing that the purposeful planning, framing, visits, and debriefing by the instructor play a role in determining the quality of Solo experience. The study was supported by three major theoretical frames - the Hendee & Brown Model (1988), Kolb's (1984) Experiential Learning Cycle, and Csikszentmihalyi's (1991) Flow Theory.

The Effect Of Activities For Effective Processing In An Adventure Education Program On Participants' Personal Development, Eri Araki, Taito Okamura, Hiroshi Hamatani

Research in Outdoor Education

The purpose of this study was to determine the effect of preplanned activities for effective processing, such as framing, debriefing, and transferring, on participant's depth of reflection and personal development. Adventure education programs based on experiential learning methods had spread slowly in Japanese outdoor education. However, recent research concluded that adventure programs without constructed activities for processing affected personal growth and development. Sugerman (2000) describes that some participants are able to reflect spontaneously to understand the meaning of. the experience. Other participants are not able to reflect spontaneously about the experience and are unable to extract meaning from the experience. …