Daniel C. Hyde

The integration of a Problem Solving Process in the first course

Introductory computer science courses should incorporate a problem solving approach as a pedagogical framework. Many first courses hand out problems to be solved and ask the students for solutions, but very few explicitly teach a problem solving methodology. The authors have developed a simple methodology called the “Problem Solving Process” (PSP) which focuses on the designing of computer programs for realistic problem situations in the introductory courses. This Problem Solving Process (PSP) is formulated to allow the integration of problem solving throughout the course. Through this integration, the course guarantees active student participation in learning about problem solving techniques as well as performing the act of problem solving.

Using verilog HDL to teach computer architecture concepts

Students in computer architecture courses, especially undergraduates, need to design computer components in order to gain an in-depth understanding of architectural concepts. For maximum benefit, students must be active learners, engage the material and design, i. e., produce components to meet a specific need. Unfortunately, computers have become so sophisticated that designing architectural components, e. g., a cache memory, in hardware is not feasible in a one semester course. This paper describes an approach where students use a hardware description language (HDL), Verilog HDL and an associated simulator, to design components of computer systems and explore architectural concepts. To support this approach, the author has developed web-based course materials which include a manual on Verilog HDL, a paper on how to realize his Verilog-based computational model in digital circuits and twelve structured laboratory exercises.

A parallel processing course for undergraduates

We argue that a parallel processing course should be offered to undergraduate computer science majors. A major component of such a course should be a series of programming laboratories where the student can investigate the strengths and weaknesses of different parallel architectures. The student should design and debug parallel algorithms on the different parallel models. We propose a cost effective solution to the teaching of the course which uses simulators and Transputer-based parallel accelerators in a personal computer or workstation environment.

Project Catalyst: promoting systemic change in engineering education

Project Catalyst is an NSF-funded initiative to promote systemic change in engineering education by integrating instructional design techniques, transforming the classroom into a cooperative learning environment, and incorporating the use of information technology in the teaching/learning process. A conceptual framework is described to aid in shifting and supporting students and instructors activities in a transition from a traditional mode to a collaborative mode of instruction. In the first year of Project Catalyst, a core group of engineering faculty has begun implementing this focused shift by introducing a greater emphasis on team building, teamwork, cooperative learning, problem-based learning, and information technology. This paper discusses our enhanced instructional model and the supplementary skills modules that we will develop and use to implement this model. It concludes with the future work for the remaining two years of the NSF-funded project.