Thad Crews

The flowchart interpreter for introductory programming courses

An introductory programming course offers students problem solving analysis and design experience as well as exposure to the basic tenets of algorithmic thinking. Unfortunately, most introductory programming courses tend to concentrate on the syntax of a programming language (such as Basic, Pascal, C++, Java, etc.) at the expense of problem solving activities. The Flowchart Interpreter (FLINT) program supports problem solving activities while utilizing minimal-syntax flowcharts as visual representations of problem solving algorithms. FLINT provides the immediate feedback of an interpreted language as well as tools for simulation designed for use by novice programmers. This paper discusses the motivation for FLINT, including an analysis of the problems of typical introductory programming courses. An experimental study confirming the utility of flowcharts for introductory programming students is presented. Finally, the FLINT system is described in terms of its use by beginning programmers.

An integrated program development tool for teaching and learning how to program

Teaching and learning how to program requires environments designed to support these activities rather than commercially available integrated development environments. This paper presents an instructional environment which embraces the entire process of design, algorithm development, testing and debugging while minimizing the syntactic details with which students must cope. Students using this environment develop a view of programming in which design and testing are integral parts of program development.

Heart rate and ratings of perceived exertion during treadmill and elliptical exercise training.

Elliptical exercise has recently increased in popularity. However, little is known regarding heart rate and perceptual responses during this exercise mode even though such information is important with respect to prescribing and regulating exercise intensity. In the current study, heart rate and perceived exertion were compared between treadmill and elliptical exercise. During treadmill exercise (TMEST) participants estimated RPE-Overall as well as RPE-Legs and RPE-Chest. Two elliptical sessions followed: (1) RPE estimation during elliptical exercise (ELEST): HR (b/min.) from TMEST was achieved during elliptical exercise, with participants estimating RPE-Overall, RPE-Legs, and RPE-Chest. (2) RPE production during elliptical exercise (ELPROD): RPE-Overall from TMEST was produced during elliptical exercise. There were no significant differences between modes for RPE-Overall (TMEST: 11.2 ± 2.2 vs ELEST: 11.9 ± 3.2) or RPE-Chest (TMEST: 11.0 ± 2.4 vs ELEST: 11.7 ± 3.2). Mean RPE-Legs was significantly different (TMEST: 11.2 ± 2.4 vs ELEST: 12.5 ± 3.1). Heart rate was not significantly different between TMEST (163 ± 16.6) and ELPROD (159 ± 20.0). Analysis indicated elliptical exercise is perceived as more intense with respect to leg (RPE-Legs) exertion. Further, RPE-Overall appears effective for regulating heart rate during elliptical exercise.

Acute Heart Rate, Blood Pressure and RPE Responses During Super Slow vs Traditional Machine Resistance Training Protocols Using Small Muscle Group Exercises

Wickwire, PJ, McLester, JR, Green, JM, and Crews, TR.3 Acute heart rate, blood pressure, and RPE responses during super slow vs. traditional machine resistance training protocols using small muscle group exercises. J Strength Cond Res 23(1): 72-79, 2009-Acute cardiovascular and perceptual responses to Super Slow resistance training (SS) are not well understood. This study compared blood pressure (BP), heart rate (HR), and ratings of perceived exertion (RPE) between SS and traditional machine (TM) protocols. Participants (n = 20) completed three sessions of elbow flexion (EF) and knee extension (KE). Session 1 consisted of determining 1RM for EF and KE and a familiarization trial for the SS technique. Sessions 2 and 3 were counterbalanced, with subjects completing three sets of SS (10 seconds concentric, 5 seconds eccentric per rep, 40% 1RM) and TM (2 seconds concentric, 4 seconds eccentric per rep, 65% 1RM). Paramount resistance training equipment was used for both exercises. Peak HR was recorded for each set, with recovery HR taken between sets after 3 minutes of rest. Blood pressure was taken after 5 minutes of seated rest, after each set, before sets 2 and 3, and at 2 minutes post set 3. Ratings of perceived exertion for active musculature were obtained three times per set. Although systolic BP (SBP) and diastolic BP (DBP) responses were not significantly different between SS and TM for EF or KE, SBP (SS and TM combined) was significantly lower during EF and was significantly higher during KE than resting BP. Diastolic BP (SS and TM combined) was not significantly different from resting BP for EF or KE. Peak HR was significantly greater during TM (vs. SS) for EF and KE. Ratings of perceived exertion were also significantly greater during TM for EF and KE. Even though SBP was greater for SS and TM combined during KE, comparing SS and TM revealed minimal differences in BP. This suggests that, when performing small muscle group exercises with lighter weight at a slow speed, either SS or TM would be appropriate for individuals to whom strength training is not contraindicated.

Gender differences in beginning programming: an empirical study on improving performance parity

This report presents an approach to teaching and learning programming that emphasizes logic and design while minimizing the distraction from hardware‐specific issues in an effort to reduce some of the traditional impediments that have hindered female students in beginning computer‐ programming classes. This paper also introduces Visual‐One, a learning tool which utilizes flowcharts to emphasize patterns of logic and design, abstracts out the details of different hardware, and supports a broad range of programming and problem‐solving activities. Visual‐One is able to execute the graphical representation of a logical solution, providing students with the immediate feedback that is typically only available with traditional high‐level programming languages. The paper reports the results of an empirical study that demonstrates an increase in performance for both female and male students, while also reducing the differences in achievement between males and females. This paper concludes with a discussion of implications and future directions of this research effort.

Using Technology To Bring Abstract Concepts into Focus: A Programming Case Study.

TECHNOLOGY is a valuable instructional tool for teaching and learning fundamental concepts such as mathematics, reading, and writing. The teaching of advanced topics with abstract concepts can also benefit from instructional technology. For example, computer programming involves the design and development of problem-solving algorithms. Algorithms are inherently abstract ideas. The physical representation of algorithms can take on many forms (e.g., flowcharts, software, electronic voltages inside a computer) each of which is difficult to visualize and manipulate.This paper discusses a three-step implementation of an instructional technology tool and associated pedagogy to support teaching and learning programming concepts. The first step is to identify a valuable learning activity that clearly benefits conceptual understanding. We report a pencil-and-paper within-subjects experiment that demonstrates flowcharts to be valuable conceptual tools for novice programmers. The second step is to design an instructional technology tool that supports self-paced, reflective learning activity. We present theFlowchartInterpreter (FLINT), an instruction technology tool to support novice programmers. The third and final step is to develop and assess a teaching pedagogy that integrates the technology tool into the curriculum. We describe a between-subject experiment involving a treatment group utilizing the FLINT tool within an appropriate semester long pedagogy. The findings of the second experiment suggest a measurable advantage over the traditional textbook approach. We conclude with a discussion of the process and its implications for future efforts in other advanced topic disciplines.

Intelligent learning environments: using educational technology to assist complex problem solving

With the ever-increasing presence of information technology at all levels of education, educational software must advance in its utility and become integrated into curricula. Intelligent learning environments (ILEs) are software educational resources which encourage active, creative learning. The results of an empirical study involving sixth-grade students are presented which show how an ILE may be effective and engaging software while serving as an integral part of a constructivist learning experience.

Casting a Wider Net: A Longitudinal Study Exploring Gender Differences, Influences and Attitudes Impacting Academic Major Selection in Computing

In this article data from a multi-year, longitudinal study of undergraduate students’ attitudes influencing major selection in computing fields is examined. In particular, the observed differences between male and female students were examined. Different perspectives were found in the areas of stereotypes, timing of exposure to a major, experience with technology, outside influences, and program requirements. The resultssuggest there are several factors that should be considered by departments wishing to improve their marketing and promotion to prospective male and female students.