California State University , Fullerton Research Articles

The Well-Balanced DDA: Access, Ownership, and the Impact of Campus Closure on a Multidisciplinary Demand-Driven Acquisition Program

In 2019, Pollak Library at California State University, Fullerton (CSUF) reviewed their long-standing Ebook Central demand-driven acquisition (DDA) program, focusing on manipulating administrative settings to balance access and ownership. Shortly after the review, the COVID pandemic led to a seventeen-month campus closure, expected to result in increased DDA expenditures. In 2022, the review was readministered to determine the impact that settings and campus closure had on DDA with regard to ownership and expenditure. The reviews explored changes in ebook costs and eligibility, the impact of preferred access model and automatic upgrades (auto-upgrades), and a scenario analysis of short-term loans (STLs).

Rigorous Data Validation for Accurate Dashboards: Experience From a Higher Education Institution

Data have become an indispensable aspect of our daily lives. The demand for data visualization tools such as dashboards is driven by the desire to make data—and more importantly, the power of using data to inform decision making—accessible to all. During the current pandemic, the availability of realtime data via various dashboards at the global, national, and local levels empowered many to accurately assess the situation and take appropriate actions, a testament to the value of data visualization. For the same reasons, data dashboards are increasingly popular in higher education to promote data consumption and data-driven decision making. California State University, Fullerton (CSUF) is no exception. CSUF has developed a suite of dashboards in the past few years to promote an operational culture that is rooted in evidence. Discussions about data visualization tools often gravitate towards dashboard design, accessibility, and usability, while neglecting a fundamental (and arguably more critical) issue—the importance of having appropriate and accurate underlying data. The accuracy and adaptability of a dashboard are determined by the accuracy and adaptability of the data behind it, and to ensure such requires a meticulous, streamlined development process. This article is intended to do a “deep dive” into this process.

Understanding the Effects of Capturing Climate and Occupancy Trends During Concept-Stage Sustainable Building Design

Abstract This paper presents a model prediction to capture specifically how energy usage in sustainable buildings on college campuses is affected by different variables of student life. The California State University, Fullerton (CSUF) Student Housing Phase III, which received a Platinum Leadership in Energy and Environmental Design (LEED) certification for the Building Design and Construction category, with its performance in a LEED California Nonresidential Title 24 (NRT24) and ASHRAE 90.1 climate zones, is used as a case study to illustrate the method. Through LEED-approved software, the standard compliant energy models are compared with the occupancy-scheduled models along with the actual energy consumption in different climate zones. The results provide insight into how variables within student dormitory life affect the total building energy usage. The total amount of energy consumed per area is one new factor providing understanding into occupancy trends. This new data set reveals more understanding regarding how and where the energy is consumed to maintain a comfortable learning environment. The LEED certification program is one benchmark used to determine sustainable building design. Designers must adhere to set standards before being awarded a U.S. Green Building Council (USGBC) certification such as LEED. The results from this paper will provide input over which variables within student dormitory life affect the energy usage of the building. With the model results, some solutions are presented to update the LEED project certification as well as to reduce student energy usage.

The Intersectionality of Gender and Race—Programs to Support Men of Color in Education

AbstractThis chapter reports on three research studies conducted by the Center for Research on Educational Access and Leadership (C‐REAL) at California State University, Fullerton (CSUF) that are designed to help higher education institutions enhance their practices in serving men of color, namely Black and Latino men.

Millennial Counselors and the Ethical Use of Facebook

The use of social networking sites (SNS), and Facebook in particular, seems to be on the rise (Salaway, Nelson, & Ellison, 2008). The majority of users tend to be from the millennial generation (Hazlett, 2008), as are the majority of graduate counseling students. This discussion explores several areas regarding the use of Facebook. First, we review the literature on why students from the millennial generation are such avid users of Facebook. Second, we explore privacy settings: how MiUennials establish privacy settings and what demographic factors may be correlated with the level of privacy settings they establish. Results from an online descriptive survey of counseling students are compared with and found in many ways to be inconsistent with the literature on the risk factors associated with limited use of privacy settings. Implications of and recommendations for using Facebook for counselors and counselor educators are provided.Keywords: millennial generation, Generation Y, social networking sites, Facebook, ethics, boundariesThe use of social networking sites (SNS) is increasing in popularity with college students (Hazlett, 2008), and Facebook is one of the most popular sites (Salaway, Nelson, & Ellison, 2008; Fogel & Nehmad, 2009; Hazlett, 2008; Lehavot, Barnett, & Powers, 2010; MacDonald, Sohn, & Ellis, 2010). As of March 2013, Facebook had over 1.11 billion users overall (Facebook, 2013), but the more relevant statistic for this article is the evidence of the site's widespread use by college students. Data collected in 2006 and 2007 from several studies found that about 60-65% of college students were using Facebook (Fogel & Nehmad, 2009; Lehavot et al, 2010; MacDonald et al., 2010). Recent research conducted on college students found that more than 85% of students who responded to the survey use SNS, and 89% of those who used SNS had a Facebook page (Salaway et al, 2008). Thus, the use of SNS and Facebook is officially part of the college student culture. The fact that so many college students have incorporated Facebook into their lives is highly relevant to the field of counselor education. The majority of students in both masters and doctoral level training programs will have come from this culture, with a strong likelihood that they enter college programs with an existing Facebook page, and anticipate a continued interaction with friends, families and classmates via Facebook. Yet, the use of Facebook raises challenging ethical and clinical issues for both students and counselor educators. These include boundary issues: most importantly, the risks associated with a student's private information being accessible to clients; issues related to enhancing the integrity of the profession; and the ethical responsibilities of counselor preparation programs in admitting and preparing students for counseling careers. The purpose of this article is to examine the relevant literature on Facebook as it pertains to counselor education, and specifically literature that deepens an understanding of both why students use Facebook and how they use Facebook. Additionally, we will describe the results of a survey of Facebook use at our own master's in counseling program at California State University, Fullerton (CSUF), which has a large student body, most of whom are members of the millennial generation. The nature of this survey is purely exploratory, with the goal of assessing whether Facebook use in one program supports or challenges the findings in the extant literature. The degree to which those findings are challenged will help clarify the need for and direction of future research. Finally, we will discuss the ethical dilemmas posed by Facebook, make recommendations on how counselor educators can prepare students to use Facebook ethically, and ensure that programmatic use of Facebook maintains the highest ethical standards.Privacy Settings on FacebookBefore examining the literature, it is important to review the concept of privacy and privacy settings in Facebook, since the way Facebook users deal with privacy is critical to ethically-sound counseling practice. …

Fullerton Virtual Twin Study: An Update

Virtual twins (VTs) are same-age unrelated siblings reared together from early infancy. These unique sibling sets replicate twinship, but without the genetic link. The first VT pair was identified and studied at the University of Minnesota in 1990, launching the development of the Fullerton Virtual Twin Study at California State University, Fullerton (CSUF) in 1991. The registry currently includes 151 pairs, mostly children, with new pairs identified on a continuous basis. Research with VTs includes studies of general intelligence, body size, interpersonal trust, social coordination, social networks, and parenting. In some cases, VTs have been studied in conjunction with pairs of monozygotic twins, dizygotic twins, full siblings, and friends as part of TAPS (Twins, Adoptees, Peers and Siblings), a collaborative project conducted between CSUF and the University of San Francisco, 2002-2006. VTs will also serve as a comparison group for epigenetic analyses of young Chinese twins reared apart and together.

Smarter Phones: Creating a Pocket Sized Academic Library

The California State University-Fullerton Pollak Library recently launched a mobile version of its Web site to accommodate the needs of a burgeoning mobile user group. This article focuses on the process of conceptualizing, building, and deploying the mobile version of this Web site. It highlights the development process, from reviewing and understanding existing user needs to translating findings into meaningful mobile Web sites, and provides a detailed overview of the finished site. Some of what was learned during the conceptual and developmental phases might help other libraries considering going mobile.

Attitudes and Behaviors Related to Locally Grown and Sustainable Foods in a Multiethnic Population

We investigated the feasibility and attitudes/behaviors of sustainable produce at a farmer's market in a multi‐ethnic [White (n=40.4%), Hispanic (n=26.2%), Asian (n=20.6%), and other (n=8.5%)] college campus. Our farmer's market pilot test held at California State University, Fullerton (CSUF) not only demonstrated that having a farmer's market on a college campus is feasible, but 77.3% of students, faculty, and staff rated it as very beneficial. Knowledge surrounding local and organic foods, purchasing behaviors, and demographics were also recorded to investigate potential factors related to preference for local and/or organic produce. The number of meals prepared at home per week was associated with interest in attending a farmer's market (r=.232, p=.003), as well as favoring organic produce (r=.154, p=.035). Although 85.1% of subjects have attended a farmer's market off campus, 90.8% CSUF students, 95.8% faculty, and 94.4% staff highly favor having a farmer's market on campus offering local and/or organic produce. Our data suggests that behaviors such as cooking at home and purchasing organic foods are correlated with attending a farmer's market, and a majority are interested in increasing availability to healthful, sustainable produce at a multiethnic campus. A further study of factors associated with preference for local/organic produce is essential to progress movement towards a healthful population.

Teaching Analysis and Agency Using Racist and Sexist Imagery: Implications for Cultural Studies in the College Classroom

Black Women in America is an upper-division elective course for students majoring in African American or women’s studies at California State University Fullerton (CSUF). Students can also take the course for general education credit (GEC) to fulfill the disciplinary learning requirement in the social sciences category. I have taught this course at CSUF at least once a year since 2002 and have changed the course readings, lectures, and assignments on a regular basis. In April 2007, however, when American radio personality Don Imus created a national controversy by referring to the Rutgers women’s basketball team, whose players were predominantly Black, as a group of “nappy-headed hos,” I was provoked to completely overhaul my approach to teaching this course. It was clear that my students did not fully understand the complicated cultural issues raised by Imus’s comments. This article describes how I incorporated visual images of Black women in media and culture to help my students challenge narrow, false, and distorted depictions of Black women’s daily lives. It further explains my intellectual rationale for the particular course goals, objectives, and pedagogical tools I took up using a three-pronged approach to cultural studies analysis. Finally, this article showcases some of my students’ work, which demonstrates how students can use their analytical skills to promote Black women’s agency.

Poynter's NewsU Delivers What You Expect, Your Own Institution Perhaps Not

No one doubts that the Poynter Institute is eminently qualified to be designing online courses, if anyone is. Indeed, some discussion about Poynter's NewsU programs has been along the lines of why a university would NOT want to partner with Poynter Institute when its faculty generally are more professionally qualified than many adjuncts are and might have journalistic credentials outshining anyone's in most JMC programs' full-time faculty. Poynter's faculty includes four administrators who have taught; fifteen regular faculty; five adjunct faculty; six affiliate faculty; ten fellows and other professionals (including persons such as Missouri professor Jacqui Banaszynski); and various visiting faculty members at any given point. Board of Trustees and National Advisory Board also include a few current or former j-school deans and professors. experienced Poynter Institute has developed more than seventy self-directed education modules, the most popular of which, in order, are: Cleaning Your Copy: Grammar, Style and More; The Be a Reporter Game; The Interview; The Lead Lab; Sense: Building Blocks of News; Language of the Image; The Writer's Workbench: 50 Tools You Can Use; Get Me Rewrite: Craft of Revision; Five Steps to Multimedia and Math for Journalists: Help with Numbers. (Fortunately, Typography for News Design is the fourteenth-most-popular so perhaps Americans will finally see fewer ugly publications and websites!) Second, online education is something of a big question mark in terms of effectiveness. For every study that says that online education is as effective, or more effective, than in-classroom delivery, there's another one that says otherwise. Let's for the moment assume that either the evidence is inconclusive, or at least that online courses' effectiveness vary by course type, course level, subject matter, and/or design of specific instances of in-classroom and online versions. (Poynter brags that, across seventeen quarterly evaluations, 61% of users were helpful to extremely helpful in getting better on the job/in class, while 72% said would recommend NewsU to colleague. I don't know about you, but I don't find that 61% figure to be very impressive about a free, self-directed program, and while 82% of users said they are likely to take another module, only 47% actually have taken two or more.) Third, in case you missed the AEJMC convention session (August 11, 2011) by Howard Finberg, Poynter Institute; Mark Biggs, Missouri State University; Susan Reilly, Florida Atlantic University; and Tony Fellow, California State UniversityFullerton, allow me to summarize it and thus what JlOl is all about. Finberg has said that the background in launching JlOl was leverage self-directed modules while adding online group seminars and a Webinar experience; to with schools; and execute JlOl keeping in mind that it intersects with [the interests of the] Carnegie Corp., which gave the Poynter Institute a pilot program grant to fund JlOl with a few schools. Finberg also stated three JlOl goals: unique educational experience via leveraging the expertise of Poynter, closer relationships with [and] building upon our successful e-learning modules; work more closely with universities, and create lifelong learners, including to increase the understanding of the role of journalism no matter what students choose as their profession. Hence, Poynter is savily working on the correct assumption that not all JMC majors pursue a career in the JMC professions/industries, let alone itself, and is implying that JlOl-like courses may play a role in a larger media literacy mission for universities. standard syllabus as outlined by Finberg consists of Week 1: Introduction; Week 2: What is News?; Week 3: Intro to Reporting; Week 4: Interviewing; Week 5: Story Forms & Shapes; Week 6: Alternative Story Forms; Week 7: Dealing with Diversity; Week 8: Reporting & Writing; Week 9: Introduction to Style; Week 10: Rewriting Yourself; Week 11: Libel, Slander, Privacy; Week 12: News-Gathering Legality (though for CaI State-Fullerton, Week 12 was devoted to Press Releases Info, presumably because students were getting media law in another course, perhaps simultaneously); Week 13: Ethical Decision Making: Week 14: Multimedia Storytelling; Week 15: Business of Journalism; and Week 16: Wrap Up/What's Next. …

Electron impact processes in nitrogen rich atmospheres of the outer solar system

Electron collisions with N2 are predominant components of the interaction between outer solar-system atmospheres and solar photons, solar wind, and magnetospheric electrons. Our collaboration between the Jet Propulsion Laboratory (JPL) and the California State University, Fullerton (CSUF), has devoted a significant effort over the last few years to improving the knowledge base of electron-N2 excitation phenomena. Here, we highlight the lack of Franck-Condon behaviour in excitation of the Rydberg-valence states, using excitation of the C 3Πu state as a case in point. Further, we briefly introduce ongoing work measuring vibrationally-resolved emission cross sections for the Lyman-Birge-Hopfield (LBH) band system of the a 1Πg (v′) → X 1Σ+g (v′′) transitions. Specifically, we present preliminary results for the relative (3,0) emission cross section, which calls the currently accepted LBH shape function of Ajello and Shemansky (1985 J. Geophys. Res.-Space 90 9845) into question.

Developing Tomorrow’s Leaders

You have accessThe ASHA LeaderFeature1 Dec 2008Developing Tomorrow’s Leaders Melanie Johnson Melanie Johnson Google Scholar More articles by this author https://doi.org/10.1044/leader.FTR3.13172008.22 SectionsAbout ToolsAdd to favorites ShareFacebookTwitterLinked In This year marks the 10th annual Minority Student Leadership Program (MSLP), established in 1999 to serve as a leadership development tool for racial/ethnic minority students enrolled in communication sciences and disorders. In the program, which took place at the ASHA Convention, participants had the opportunity to gain insight into their own leadership skills and a better understanding of how leaders effect change in their professional association. The students participate in activities to increase their awareness of the association, including observing committees and boards, and have direct access to association leaders through networking at the MSLP Leadership Simulation, the Multicultural Concerns Collective (MC2) meeting, and other convention events. Thirty undergraduate and master’s students have traditionally participated in the program; in 2006, 10 doctoral students were added, further developing the leadership skills of future teacher/scholars in the discipline. Melanie Johnson, membership programs manager, can be reached at [email protected]. Class of 2008 Undergraduate seniors: Alethea Chamberlin, California State University-Sacramento; Maria Farris, Utah State University; Selena Galaviz, Washington State University; Aileen Grant, California State University-Fullerton; Christy Huynh, Texas Christian University; QuaSheba Jones, University of Memphis; Serena Kaur Singh, The University of Arizona. First-year master’s students: LyndiEmoto, University of Illinois Urbana-Champaign; Elizabeth Guerrini, California State University-Long Beach; Joyce Huh, Teachers College at Columbia University; Carla Ochoa, San Francisco State University; Tyra Oliver, North Carolina Central University; FernanTolentino, California State University-Sacramento; Mileen Woods, University of North Carolina-Greensboro. Second-year master’s students: Meijie Chen, Purdue University; Felicia Conlan, California State University-Northridge; Danielle Corneille, Medical University of South Carolina; Josefine Garcia, University of New Hampshire-Durham; Iris Lee, Boston University; Sara Neff, University of Minnesota-Duluth; Elizabeth Oommen, Ohio University; Maria Nieto Quintero, University of Florida; Mariza Rosales, University of Kansas; Marycarmen Rosales, California State University-Chico; Sarah Ross, Portland State University; Alisha Sanchez, University of Northern Iowa; Diana Sanchez, Long Island University at Brooklyn; Ashley Wiley, San Jose State University. Entry-level clinical doctorate students: Robert Chang, University of Wisconsin-Madison; Chester Charles III, Texas Tech University Health Sciences Center; Angie Jaboin, Adelphi University; Artice Weston Jr., University of Illinois at Urbana-Champaign; Aileen Wong, University of Arizona. PhD students: Danielle Hayes, University of Cincinnati; Kara Medeiros, University of Nebraska-Lincoln; Lucía Méndez, University of North Carolina-Chapel Hill; Lindsay Meyer, Louisiana State University; Nayda Torres-Soto, Alayna Townsend, and Miguelina Zapata, Howard University. Author Notes Melanie Johnson, membership programs manager, can be reached at [email protected]. Advertising Disclaimer | Advertise With Us Advertising Disclaimer | Advertise With Us Additional Resources FiguresSourcesRelatedDetails Volume 13Issue 17December 2008 Get Permissions Add to your Mendeley library History Published in print: Dec 1, 2008 Metrics Downloaded 91 times Topicsasha-topicsleader_do_tagleader-topicsasha-article-typesCopyright & Permissions© 2008 American Speech-Language-Hearing AssociationLoading ...

Crisis Management in Real Time

On April 23, 2002, the Metrolink Commuter Rail System in Southern California experienced a crisis when a Burlington Northern Santa Fe freight train collided into a Metrolink train that was carrying upwards of 300 passengers. Three passengers were killed and 260 passengers were injured. This paper examines the crisis management efforts of Metrolink to maintain its organizational reputation. Relevant literatures from crisis management and crisis communication develop a theory-based case study of this crisis. Findings from the in-Joseph Eric Massey (PhD, University of Arizona) is Assistant Professor, Department of Communications, California State University-Fullerton, P.O. Box 6846, Fullerton, CA 92834-6846 (E-mail: jmassey@fullerton.edu). John P. Larsen (MCS, ABC) is Principal, Larsen Consulting, 69 Wentworth Way SW, Calgary, Alberta T3H 5B2 Canada (E-mail: larsenconsulting@shaw.ca). vestigation demonstrate that Metrolink was successful in their crisis management and crisis communication efforts. Based upon these findings, the authors provide prescriptions for organizations experiencing crisis. Specifically, organizations must take a proactive approach to crisis management by developing crisis management plans. Crisis management plans establish the crisis management team and outline the crisis communication activities necessary to successfully restore consumer confidence and maintain organizational reputation.

A Wise Choice

When I signed up to take an oral history class during the summer of 1973, I had no idea what the class even was. I only knew that I was starting a graduate program, and my major professor Thomas G. Alexander, also assistant director of the newly formed Charles Redd Center for Western Studies at Brigham Young University, wanted students in the class being taught by a guest professor, Gary L. Shumway from California State University-Fullerton. That class had a greater impact on the rest of my professional career than any other. I will never forget the first time I met Shumway. I was waiting for Alexander to introduce us. Instead Alexander had to answer the telephone and Shumway introduced himself. Shumway's natural enthusiasm for oral history, the class, and his beloved San Juan County, Utah was contagious. When we first met, he even knew who I was and said how pleased he was that one of Alexander's top students would be in the class. His compliments convinced me I had made the choice to enroll. That was until I went for my first field experience. After lectures, class discussions, and a checkout interview, I was convinced I was ready to go. Although I was painfully shy, I felt I had the tools to listen to people talk about their past. I was willing to put aside my fears of older people and be a part of documenting history. But things did not go as smoothly as I had hoped. First, Shumway's instructions to choose the right to find the guest ranch that we were staying at in between Monticello and Blanding, Utah put us on a logging road and eventually we tipped on our side in a ditch when we tried to turn around. Then none of the women seemed to remember the first

Using “The Organism” as a Conceptual Focus in an Introductory Biology Course

A key role of introductory biology in college curriculum (similar to other introductory sciences) is to provide students with a foundation of information on which they can build rest of their major. Too often, however, students (and some faculty) view introductory course as nothing more than an overview of essential facts and concepts. This baseline approach to teaching introductory biology is lamentable because it misses a unique opportunity to engage students' imagination early in their college careers and, in so doing, to teach them that biology is more than just a collection of facts. Most students who enroll in introductory biology are just beginning to explore their interests in more depth than was possible during secondary school, making introductory course an ideal venue for expanding their outlook and developing their critical thinking skills; that is, improving students' ability to ask good questions and to know how to answer them. In our renovation of introductory biology program at Duke University, we developed an integrated series of exercises focused on the that serve both as a way to nurture student imagination and individual interests and also as a way to teach students about process of asking and answering questions in biology. We chose the as a conceptual focus for this series of exercises for several reasons. First, organisms are tangible. Many students are attracted to biology initially because of an interest in organisms (fostered, perhaps, by their exposure to abundance of nature programs on television if not their own experiences in nature). Even students who are not nature-lovers bring an intuitive feel for organisms to class. Thus, organisms provide a good starting point for grounding a student's interests in biology. This point is supported by growing number of introductory biology curricula that emphasize integrative and process-oriented nature of biology, as opposed to more traditional approach of starting with chemistry and working up (Goodwin et al. 1991; Chiras 1992; Ebert-May et al. 1997; Groh et al. 1997). A second reason is that organisms represent a particularly important level in hierarchy of biological organization. While evolution occurs on level of populations, natural selection acts on organisms because, in general, this is level at which differential reproduction occurs. To extent that most of biological processes studied in introductory biology are in some sense or another adaptations resulting from natural selection, including phenomena occurring at level of molecules through level of ecosystems, these processes are best understood in context of organisms within or among which they occur. We designed this exercise to stimulate student interest in biology while helping students learn scientific methods. Recent curriculum reform recommendations emphasize importance of actively involving students as a way to engage students in biology (Project Kaleidoscope 1991; BSCS 1993; NRC 1996, 1997; NSF 1996). Especially useful activities include problem-driven exercises that require student creativity in order to achieve specified goals (Project Kaleidoscope 1991; Chiras 1992; NRC 1996). In our project, students choose an organism at beginning of semester and this organism becomes their own personal focus for a series of exercises throughout semester (as described below). One key to success of any exercise, however, is providing enough guidance to students so they do not feel lost on an assignment, while leaving them room for creativity in pursuing their goals. Therefore, instead of simply letting students loose on project, we meet with students in groups to ensure that they make adequate progress throughout semester. We do provide feedback to students, but we do not tell them exactly how to proceed through each step of project. In addition, we provide students with handouts that have suggestions and guidelines for exercise [copies of these handouts are available from corresponding author, WJH]. The project gradually builds across semester, starting first with students asking questions about their organism, then developing testable William J. Hoese is an Assistant Professor in Department of Biological Sciences at California State University-Fullerton, Fullerton, CA 92834; e-mail: bhoese@fullerton.edu. Stephen Nowicki is an Associate Professor in Department of Biology at Duke University, Durham, NC 27708.

BOOK REVIEWS

Journal Article BOOK REVIEWS Get access The Lustre ofOur Country: The American Experience of Religious Freedom. By JohnT. Noonan University of California Press, 1998. 430 pages. $35.00. Benjamin J. Hubbard Benjamin J. Hubbard California State UniversityFullerton Search for other works by this author on: Oxford Academic Google Scholar Journal of the American Academy of Religion, Volume 68, Issue 3, September 2000, Pages 655–658, https://doi.org/10.1093/jaarel/68.3.655 Published: 01 September 2000

Names, Names—What Strange Creatures They Are. But Could We Live without Them?

Click to increase image sizeClick to decrease image size Additional informationNotes on contributorsIvy YeeIVY YEE is an assistant professor in elementary and bilingual education at California State University-Fullerton.

Ten Internet Myths

Based on extensive experience with the Internet, California State University, Fullerton (CSUF) reference librarians identify and explain popular misconceptions surrounding this exciting new technology. The authors single out, interpret, and debunk the major myths held by faculty and students and stress the importance of helping students and faculty use the Net more effectively.

Reviews of Books

Reviews of Books Get access Colbert, Mercantilism, and the French Quest for Asian Trade. By Glenn J. Ames. DeKalb, III. Northern Illinois University Press. 1996. ix + 245 pp. $36. ISBN 0 87580 207 9. GAYLE K. BRUNELLE GAYLE K. BRUNELLE California State UniversityFullerton Search for other works by this author on: Oxford Academic Google Scholar French History, Volume 11, Issue 1, March 1997, Pages 83–84, https://doi.org/10.1093/fh/11.1.83 Published: 01 March 1997

A vision-guided autonomous vehicle: an alternative micromouse competition

A persistent problem facing today's engineering educators is how to promote students' interest in science and engineering. One of the best approaches to this challenge is to sponsor a technological competition that combines publicity, technology, and student participation. A current leading competition called micromouse, although earning high marks on publicity and technology, has had difficulty attracting large-scale student participation. In this paper a vision-guided autonomous vehicle project developed at California State University, Fullerton (CSUF) is proposed as an alternative. The idea is to fit an ordinary radio-controlled toy car with a charge-coupled device (CCD) camera and a transmitter. Image processing and control of the car are accomplished by a personal computer (PC). The road image captured by the camera is transmitted to a PC via a transmitter-receiver pair at 900 MHz. A frame grabber board digitizes the image, and an image-processing program subsequently analyzes the road condition and generates adequate drive commands that are transmitted back to the vehicle via the built-in radio controller. Student teams write programs to compete in racing or maze solving. In this paper detailed hardware and software designs of the project are presented. The merit of the project with respect to the criteria of publicity, technology, and student participation is also addressed.