Pauline Mosley

Robotics In Mixed-Reality Training Simulations: Augmenting STEM Learning

Problem solving using LEGOS is a 3-credit hour course offered to any student at Pace University of Pleasantville, New York. The class uses a project-based learning environment, which consists of four design projects. This paper discusses the pedagogical advantages of teaching robotics in a mixed-reality environment with a virtual instructor as opposed to teaching robotics in a traditional laboratory setting. The implication of this learning intervention is the personalized and immersive learning experience that has the potential for strengthening problem solving skills using science, technology, engineering, and math (STEM) for life-long STEM proficiency

An Innovative Approach to Teaching Robotics

Problem solving using LEGOS is a 3-credit hour course offered to any student at Pace University of Pleasantville, New York. The class uses a project-based learning environment, which consists of four design projects. This paper discusses the pedagogical advantages of teaching robotics in a mixed-reality environment with a virtual instructor as opposed to teaching robotics in a traditional laboratory setting

A Virtual Instructor Service-Oriented Architecture for Teaching Robotics in Mixed Reality

One of the biggest challenges faced by most computer science educators is assessing whether a student comprehends programming and robotic design concepts. In this paper, we introduce the benefits of exploring new technologies for learning in the form of LEGO robotics and obtaining problem solving skills. Students use the LEGO (Mindstorms for Schools) Team Challenge kit #9790 in conjunction with a programming environment called ROBOLAB. Finally, we propose a Virtual Instructor as a mixed reality based instructional system that addresses these learning challenges and reduces the learning curve for robotics as well as enhances robotic instruction.

From Student to Full Professor

This chapter takes a look at the transitional phase required for success. How does one go from being a student to becoming a full professor? Making the paradigm shift from learning to instructing and from faculty to managing the faculty are mental mind-shifts which require the utilization of different skill sets. This chapter takes a look at how to navigate from being a student where the faculty who were once your professors are now your fellow colleagues. An in-depth discussion of how you can improve yourself in this arena to become accepted as a professor and not a student is explained. Obtaining acceptance, respect, and being valued by fellow faculty are also discussed in this chapter.

Professor Support Networks

How does one establish and sustain a progressive positive support mechanism throughout the academician’s career trajectory? This chapter answers this question by defining and pictorially presenting what a Professor Support Network (PSN) is. Next, the author provides step-by-step instructions on how to create a PSN and identify key nodes. Examples are given which demonstrate how to progressive advancement within the academy depends less on credentials and knowledge and more on an informal web of contacts is provided. Advancement tactics and strategic moves are mentioned and shared with the reader. Lastly, the connections between people and one’s ability to foster relationships that cultivate good communication, awareness, trust, and decision making which is critical in determining if one survives or thrives is deliberated.

Community empowering service-learning courses through 21st century technologies

This panel will include a historical perspective of IT service-learning (SL) courses at a multi-campus university followed by specific descriptions of the challenges and rewards of designing and facilitating courses that foster civic engagement. The courses covered will include the earliest course in the SL repertoire, Computers for Human Empowerment, and a course that helps higher-functioning (less impaired) computer science high school students with disabilities in learning advanced technology skills and life planning and personal productivity skills where assistive communication devices are tailored to each student. Also included will be a discussion of Problem Salving Using LEGO Robotics in which robotics technology is being integrated into science and technology (STEM) courses at the New York School for the Deaf. Intergenerational Computing, which was showcased on CBS News recently, will be highlighted in this panel discussion.