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Barrett Hazeltine
Brown University
Providence, Rhode Island
 

Barrett Hazeltine is Professor of Engineering at Brown University. In 1991-1992 he held the Robert Foster Cherry Chair for Distinguished Teaching at Baylor University. From 1972 to 1992 he was also Associate Dean of the College at Brown. His teaching and research interests are in technology planning especially in developing countries, computer applications, engineering management, and teaching of technology for Liberal Arts students.

He is a graduate of Princeton University and the University of Michigan - Ph.D. - 1962. At Michigan he was in the research group headed by Arthur Burks, who had worked with John Von Neumann at the University of Pennsylvania and at the Institute for Advanced Studies

He has taught computing, engineering, and management at the University of Zambia in 1970 and 1976, at the University of Malawi in 1980-81, 1983-84, and 1988-89, at the University of Botswana in 1993, and Africa University in Zimbabwe in 1996-97 and 2000. He received awards for teaching from thirteen senior classes at Brown, 1972 to 1984, and 1990. In 1985 the award was named after him. He has written papers on digital logic, technology transfer, and engineering education, a textbook on electronic circuit design and a textbook on small-scale technologies.


     

What is hard about teaching machine learning to non-majors? Insights from classifying instructors’ learning goals
Sulmont E., Patitsas E., Cooperstock J.  ACM Transactions on Computing Education (TOCE) 19(4): 1-16, 2019. Type: Article

What learning goals do instructors of machine learning courses for non-majors find difficult to teach? The answer is goals corresponding to higher levels in a generally used taxonomy of educational goals. Such higher-level goals include relating r...

 

Deciphering the attributes of student retention in massive open online courses using data mining techniques
Gupta S., Sabitha A.  Education and Information Technologies 24(3): 1973-1994, 2019. Type: Article

This paper aims to explain why only a small portion of the students enrolled in a massive open online course (MOOC) actually complete the course. Completion rates in MOOC courses range from ten to 30 percent. The conclusions presented, though, are...

 

 Assessing students’ IT professional values in a global project setting
Frezza S., Daniels M., Wilkin A.  ACM Transactions on Computing Education (TOCE) 19(2): 1-34, 2019. Type: Article

This paper is on developing a set of questions to assess students’ professional values. The context for the development is a project-based course involving three universities, two in the US and one in Sweden. Values formation is difficult to...

 

Exploring parent use of early STEM media to inform design for children
Hightower B., Sheehan K., Lauricella A., Wartella E.  IDC 2019 (Proceedings of the 18th ACM International Conference on Interaction Design and Children, Boise, ID,  Jun 12-15, 2019) 102-108, 2019. Type: Proceedings

From the first sentence of the abstract: “This paper explores how parents identify and use science and math media to engage their preschool children in informal science and math learning.” Existing research shows that parents believe p...

 

Applying cross project defect prediction approaches to cross-company effort estimation
Amasaki S., Yokogawa T., Aman H.  PROMISE 2019 (Proceedings of the 15th International Conference on Predictive Models and Data Analytics in Software Engineering, Recife, Brazil,  Sep 18, 2019) 76-79, 2019. Type: Proceedings

The problem is estimating the effort required to complete a software project. The problem is difficult because of the shortage of data within the project, so a promising strategy is to use data from other projects. Work has been done on predicting...

 
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