1-4244-0257-3/$20.00 © 2006 IEEE October 28–31, 2006, San Diego, CA 36th ASEE/IEEE Frontiers in Education Conference

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will address three issues: (1) activities that contribute to a project’s intellectual merit, (2) activities that contribute to a project’s broader impacts, and (3) defining and critiquing a project’s intellectual merit and broader impacts. The workshop will be lead by a group of NSF program directors from the Division of Undergraduate Education and the Engineering Education and Centers Division of NSF. Workshop B-6 ● Marina 5 Classroom Border Crossings: Incorporating Feminist and Liberative Pedagogies in Your CSET Classroom Alisha A. Waller, CASEE, National Academy of Engineering, Donna Riley, Smith College, Eileen Cashman, Humboldt State University, Elizabeth Eschenbach, Humboldt State University, Susan Lord, University of San Diego Effective teachers use a variety of pedagogies to engage a wider diversity of students, providing a more equitable classroom. In this workshop, participants will explore the use of feminist and liberative pedagogies in CSET classrooms. These pedagogies are founded on the ideals of social justice and democracy. The workshop will include discussions of classroom management strategies, assessment and evaluation of student learning, and critiques and redesign of the engineering process. Participants will leave the workshop with a list of concrete ideas for implementing feminist and liberative pedagogies and an annotated bibliography of helpful references. This workshop continues the collaborative work of these authors presented in a 2004 Special Session [which won the Helen Plants Award for Best Nontraditional Session] and a 2005 Paper Session at FIE. Workshop B-7 ● Marina 2 jGRASP: An Integrated Development Environment with Visualizations for Teaching Java in CS1, CS2, and Beyond James H. Cross II and Dean Hendrix, Auburn University jGRASP is a freely available integrated development environment (http://jgrasp.org) that provides automatically generated visualizations for improving the comprehensibility of software. These visualizations, which are particularly well suited for CS1 and CS2 students learning Java, include Control Structure Diagrams, UML Class Diagrams, and dynamic Object Views (including arrays, ArrayList, LinkedList, HashMap, and TreeMap). The object workbench and integrated debugger facilitate a unique way for students to view objects created by their programs. The tutorial will include hands-on activities and example programs to demonstrate how instructors can improve the learning and programming experience of their students by using jGRASP and the pedagogically sound visualizations it provides. The purpose of the workshop is to introduce faculty to the advanced pedagogical features provided by jGRASP for teaching and learning Java, especially for first year students. This includes the traditional CS1 (introduction to programming) and CS2 (introduction to data structures and algorithms). Workshop B-8 ● Marina 3 & 4 Mini-Labs: A Hands-On Substitute for Lectures Richard A. Layton, Rose-Hulman Institute of Technology This interactive hands-on workshop demonstrates the use of 50-minute mini-labs to replace lectures in courses where such substitutions are appropriate. To illustrate the approach, mini-labs for a mechanical measurements course are used, but the purpose of the workshop is to give participants an experience they can adapt to courses in their own disciplines. Workshop attendees perform all activities required of students. They learn the operating principles of a specific measurement device via a pre-lab exercise and connect the device using information provided by the manufacturer. This activity models the situation encountered by every experimentalist on first taking an instrument out of its box. Attendees are provided with student handouts for the pre-labs and mini-labs. At the end of the workshop, participants should be able to list the goals, advantages, and disadvantages of replacing lectures with mini-labs and apply the mini-lab concept to one of their own courses by selecting a particular lecture to be replaced and developing the appropriate mini-lab lesson plan.