Shannon Sexton

Collectivism and Governmentally Initiated Restrictions A Cross-Sectional and Longitudinal Analysis Across Nations and Within a Nation

This article provides evidence for a link between cultural collectivism and indexes of governmentally initiated restriction both across nations and within one nation, both cross-sectionally and longitudinally. In Investigation 1, across U.S. states, an index of legislative restriction is positively related to an index of collective behaviors. In Investigation 2, across nations, an index of political restriction is positively related to measures of national cultural collectivism. In Investigation 3, longitudinal analyses suggest that cultural measures predict restriction better than vice versa, although this evidence is stronger and more consistent across nations than across states. The present findings are discussed in terms of their contribution to understanding the relationship between culture and politics.

The Impact of Providing Unlimited Access to Programmable Boards in Digital Design Education

This paper presents the benefits and costs of providing students with unlimited access to programmable boards in digital design education, allowing hands-on experiences outside traditional laboratory settings. Studies were conducted at three universities in two different countries-Rose Hulman Institute of Technology, Terre Haute, IN; Washington State University, Pullman; and Technical University of Cluj-Napoca, Romania-to measure the effect on student learning and student performance of students having their own programmable hardware systems and unrestricted access to the most commonly used design tools. The results of the studies, supported by assessment data from various sources, suggest that the overall learning process is improved, and students gain a better knowledge of modern technologies and design methods if they are given full time access to programmable logic boards.

Integrating Extensive Functional Verification Into Digital Design Education

A different approach to teaching digital systems design using hardware description languages (HDLs) within a limited time budget is presented. The proposed approach modifies the content of the lectures, placing more emphasis on the functional verification of hardware designs as opposed to the established method of teaching HDL semantics and syntax. The educational research study conducted by the author and the Office of Institutional Research, Planning, and Assessment, Rose-Hulman Institute of Technology, Terre Haute, IN, suggests that the extensive coverage of functional verification: 1) improves the learning process and the achievement of concepts and skills in digital design; and 2) encourages a deeper approach to learning, producing highly qualified graduates for today industrys needs.

Using Behavioral Analysis to Improve Student Confidence With Analog Circuits

This paper investigates the impact of teaching the behavior of analog circuits before proceeding to the formal, mathematical analysis, with the goal of improving student confidence with analog circuits. The behavioral analysis of two circuits is presented to show the level of detail provided to the students. Additionally, reinforcement techniques that encourage a deep approach to learning are presented. The effect on student confidence levels of introducing the circuit behavioral analysis is measured using three assessment methods. The results of the assessment suggests that being exposed to behavioral analysis improves student confidence with analog circuits and comfort levels with new circuits.

Improving students' hardware and software skills by providing unrestricted access to state of the art design tools and hardware systems

The technology and CAD tools employed by industry to design digital hardware evolve quickly and continuously. Well prepared engineers, who are able to produce actual designs and adapt themselves to the global world, are in demand. Educational programs must keep pace with technologies in common use in order to produce graduates who are competitive in the marketplace. Studies conducted at two different universities, Rose Hulman Institute of Technology and Washington State University measure changes in student performance when all students have unlimited access to state of the art design tools and hardware systems. Data are collected from surveys, exams, and course assignments. Quantitative data are analyzed by comparison to historical data gathered from student groups that did not have unlimited access to hardware systems, and qualitative data are used to determine the subjective quality of each students experience. Outcomes include: assessing whether the overall learning process is improved; whether students have a better knowledge of modern technologies and design methods; whether their comprehension of founding concepts has improved or faltered.

Adopting pen-based technology to facilitate active learning in the classroom: is it right for you?

In this work, we identify factors that should be examined when considering the adoption of collaboration-facilitating software and hardware and also determine what needs to be done to facilitate the use of this technology in the classroom.