Capstone senior design projects provide students with a collaborative software design and development experience to reinforce learned material while allowing students latitude in developing real-world applications. Our two-semester capstone classes are required for all computer science majors. Students must have completed a software engineering course — capstone classes are typically taken during their last two semesters. Project proposals come from a variety of sources, including industry, WSU faculty (from our own and other departments), local agencies, and entrepreneurs. We have recently targeted projects in AI — although students typically have little background, they find the ideas and methods compelling. This paper outlines our instructional approach and reports our experiences with three projects.

This demonstration showcases the different use cases of Artificial Intelligence (AI) in education by introducing students to applications of the Scribbler robot with the Fluke board in order to cultivate an interest in programming, robotics, and AI. The targeted audience for this is students aged eight through twelve. This demonstration uses three Scribbler robots to introduce students to common tools in AI (OpenCV and Tesseract), and teach them the basics of coding in an interactive, unintimidating way; by physically describing the goals of simple shape-building algorithms and implementing them using cards with both visual and written representations of the instructions.

The purpose of this project is to provide instructions for teaching the Artificial Intelligence topic of supervised machine learning for the task of Optical Character Recognition (OCR) at various levels of a student’s undergraduate curriculum, such as basic knowledge, novice, and intermediate. The levels vary from beginner with a slight background in computing and computer science to intermediate with a better understanding of computer science fundamentals and algorithms.

There are many benefits to introducing students to the idea of doing projects where the outcome is unknown or unsure. Some have proposed that engaging students in research can help with retention of underrepresented groups. In this paper, we report on a particular approach we have used to introduce high school students to open-ended robotics projects in a three-week summer program. We describe the structure of our summer program, how we ramp the students up to speed, and we summarize the five open-ended "research" projects that the students work on. These projects can be adopted for open-ended work elsewhere by high school students or undergraduates.

Prerequisite relations among concepts play an important role in many educational applications such as intelligent tutoring system and curriculum planning. With the increasing amount of educational data available, automatic discovery of concept prerequisite relations has become both an emerging research opportunity and an open challenge. Here, we investigate how to recover concept prerequisite relations from course dependencies and propose an optimization based framework to address the problem. We create the first real dataset for empirically studying this problem, which consists of the listings of computer science courses from 11 U.S. universities and their concept pairs with prerequisite labels. Experiment results on a synthetic dataset and the real course dataset both show that our method outperforms existing baselines.

The Robotics Program at Oregon State University has beenrunning an NSF-funded summer Research Experiences forUndergraduates (REU) site since 2014. Over twenty studentsper year (on average) have participated in the site, spendingten weeks embedded in the OSU Robotics Program. Our mainfocus with this REU Site is to give the participants a com-plete research experience, from problem definition to the fi-nal presentation of results, "in miniature". Our secondary ed-ucational objectives are: 1) Teach basic non-technical skillsneeded for graduate work, such as time management and lit-erature review, 2) Provide details on how to apply to gradu-ate school and for funding, 3) Clarify what we look for in agraduate student, and 4) Detail what to expect from the grad-uate student experience. In this paper, we describe the over-all structure of the participants’ summer experience, outlinesome of the training materials that we use, describe the moti-vations for our approach, and discuss the lessons that we havelearned after running the program for a number of years.

ARTY is a week-long program for middle school students to teach them programming of robots and allow them to express themselves artistically. It was started in 2013 and ran its fourth edition in 2016. We describe the ideas behind the inception of this program, its curriculum, our experiences during the 2016 workshop and challenges/future directions for the program. Our primary intent in this paper is to convey the program curriculum and its design, including the way in which robots can be viewed as vehicles for artistic expression. Some results from a brief attitudinal survey that was administered before and after the workshop are also included along with a discussion of outcomes assessment and issues.

Measuring reading effort is useful for practical purposes such as designing learning material and personalizing text comprehension environment. We propose a quantification of reading effort by measuring the complexity of eye-movement patterns of readers. We call the measure Scanpath Complexity. Scanpath complexity is modeled as a function of various properties of gaze fixations and saccades- the basic parameters of eye movement behavior. We demonstrate the effectiveness of our scanpath complexity measure by showing that its correlation with different measures of lexical and syntactic complexity as well as standard readability metrics is better than popular baseline measures based on fixation alone.

The analysis of collective motion has attracted many researchers in artificial intelligence. Though plenty of works have been done on this topic, the achieved performance isstill unsatisfying due to the complex nature of collective motions. By investigating the similarity of individuals, this paper proposes a novel framework for both quantifying and detecting collective motions. Our main contributions are threefold: (1) the time-varying dynamics of individuals are deeply investigated to better characterize the individual motion; (2) a structure-based collectiveness measurement is designed toprecisely quantify both individual-level and scene-level properties of collective motions; (3) a multi-stage clustering strategy is presented to discover a more comprehensive understanding of the crowd scenes, containing both local and global collective motions. Extensive experimental results on realworld data sets show that our method is capable of handling crowd scenes with complicated structures and various dynamics, and demonstrate its superior performance against state-of-the-art competitors.

In this paper, we consider the scene parsing problem and propose a novel Multi-Path Feedback recurrent neural network (MPF-RNN) for parsing scene images. MPF-RNN can enhance the capability of RNNs in modeling long-range context information at multiple levels and better distinguish pixels that are easy to confuse. Different from feedforward CNNs and RNNs with only single feedback, MPF-RNN propagates the contextual features learned at top layer through multiple weighted recurrent connections to learn bottom features. For better training MPF-RNN, we propose a new strategy that considers accumulative loss at multiple recurrent steps to improve performance of the MPF-RNN on parsing small objects. With these two novel components, MPF-RNN has achieved significant improvement over strong baselines (VGG16 and Res101) on five challenging scene parsing benchmarks, including traditional SiftFlow, Barcelona, CamVid, Stanford Background as well as the recently released large-scale ADE20K.