Steve Millman
Professor of Practice, School of
Electrical, Computer and Energy Engineering
“Flipped classrooms and Logic Tutor:
sparking ‘aha’ moments on the path to mastery”
Millman’s Logic Tutor software revolutionizes Digital Design education, offering auto-generated practice problems and instant feedback. Inspired by his daughter’s educational journey, Millman aims to bridge the gap between homework and exam performance. By providing students with effective learning tools, Logic Tutor fosters deeper comprehension and mastery of course content. With its user-friendly interface and intuitive design, Logic Tutor makes learning engaging and accessible for all students. Millman’s commitment to educational innovation drives the ongoing development of Logic Tutor. Through continuous iteration and improvement, Logic Tutor evolves to meet the changing needs of learners. As students engage with Logic Tutor, they develop essential skills and confidence in digital design. Experience Logic Tutor today and unlock your potential in Digital Design.
“Enhancing Learning with Flipped Instruction”
Millman employs flipped learning in his Python course, leveraging class time for group quizzes, fostering animated discussions, and enhancing comprehension. With 30 years of industry experience, he finds joy in witnessing students’ “aha” moments during problem-solving. Students praise Logic Tutor for its user-friendly interface, instant feedback, and ability to facilitate collaborative learning. Samantha Janssen, an electrical engineering student, finds it straightforward and beneficial for problem-solving. Annika Buelt, another electrical engineering student, credits Logic Tutor for improving her learning experience. Nicholas Seidel, a computer science student, appreciates its varying difficulty levels and self-paced approach, which align with his learning style and contribute to his success.
Carla Van De Sande
Associate Professor, School of Mathematical and Statistical Sciences
Keep in School Shape (KiSS)
“This is my way of showing my students that
I care about them, even on academic breaks.”
“Remember, we studied this before…?”
Carla van de Sande, associate professor of mathematics education at ASU, had gotten used to receiving blank stares from her students in response to this question at the beginning of each new semester. van de Sande noticed that whenever her students returned from extended academic breaks, there was always a refresher period. This time would be necessary for them to get back up to speed on critical concepts that they had mastered the previous semester. “As much as we’d like to think that students remember everything we’ve taught them, they don’t…especially over long breaks from school.”
“Math builds on itself.”
In Calculus particularly, the concepts tend to build on each other- a Calculus 2 problem often begins with the solution to a Calculus 1 problem. To help her student’s keep their skills sharp during vacation and put an end to those new-semester blank stares, van de Sande devised a clever solution: she began sending her students daily problems to solve over academic breaks. In addition to helping her students stay mentally fresh, the responses she receives to the daily problems help van de Sande understand the concepts that aren’t being clearly understood by the students in Calculus 1, so that she can emphasize them more heavily in lectures and assignments in future semesters.
Carla Van De Sande
Associate Professor, School of Mathematical and Statistical Sciences
Keep in School Shape (KiSS)
“This is my way of showing my students that
I care about them, even on academic breaks.”
“Remember, we studied this before?”
Carla van de Sande, associate professor of mathematics education at ASU, had gotten used to receiving blank stares from her students in response to this question at the beginning of each new semester. van de Sande noticed that whenever her students returned from extended academic breaks, there was always a refresher period. This time would be necessary for them to get back up to speed on critical concepts that they had mastered the previous semester. “As much as we’d like to think that students remember everything we’ve taught them, they don’t…especially over long breaks from school.”
“Math builds on itself.”
In Calculus particularly, the concepts tend to build on each other- a Calculus 2 problem often begins with the solution to a Calculus 1 problem. To help her student’s keep their skills sharp during vacation and put an end to those new-semester blank stares, van de Sande devised a clever solution: she began sending her students daily problems to solve over academic breaks. In addition to helping her students stay mentally fresh, the responses she receives to the daily problems help van de Sande understand the concepts that aren’t being clearly understood by the students in Calculus 1, so that she can emphasize them more heavily in lectures and assignments in future semesters.