William and Ida Friday Institute for Educational Innovation

Works Published in 2003

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Displaying all 7 works

Sorted by most recent date added to the index first, which may not be the same as publication date order.

2003 report

Computer Science Attitude Survey

(Report No. NCSU CSC TR-2003-1). Raleigh, NC: Department of Computer Science, NC State University.

By: E. Wiebe, L. Williams, K. Yang & C. Miller

Source: NC State University Libraries
Added: February 27, 2021

2003 conference paper

VisTE Project: Visualization for improved technological and scientific literacy

Proceedings of the Annual ASEE Meeting. Washington, DC: ASEE.

By: E. Wiebe & A. Clark

Source: NC State University Libraries
Added: August 6, 2018

2003 journal article

Transfer of learning between 3D modeling systems

Engineering Design Graphics Journal, 67(3), 15–28.

By: E. Wiebe

Source: NC State University Libraries
Added: August 6, 2018

2003 journal article

Designing a technology-based science lesson: Student teachers grapple with an authentic problem of practice

Journal of Technology and Teacher Education, 11(4), 463–481.

By: S. Butler & E. Wiebe

Source: NC State University Libraries
Added: August 6, 2018

2003 book

Technical graphics communication. (3rd ed.)

Boston: McGraw-Hill.

By: G. Bertoline & E. Wiebe

Source: NC State University Libraries
Added: August 6, 2018

2003 journal article

Teaching geometry through dynamic modeling in introductory engineering graphics

Engineering Design Graphics Journal, 67(2), 12–20.

By: E. Wiebe, T. Branoff & N. Hartman

Source: NC State University Libraries
Added: August 6, 2018

2003 chapter

Pair learning: With an eye toward future success

In Extreme programming and agile methods: XP/Agile Universe 2003: Third XP Agile Universe Conference, New Orleans, LA, USA, August 10-13, 2003 (Vol. 2753, pp. 185–198).

TL;DR: An experiment was run at North Carolina State University to assess the efficacy of pair programming as an alternative educational technique in an introductory programming course and found that the retention rate of the students in the introductory programming courses is equal to or better than that of theStudents in the solo programming courses. (via Semantic Scholar)
Sources: NC State University Libraries, NC State University Libraries
Added: August 6, 2018

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