Pub Date : 2012-10-03DOI: 10.1109/FIE.2012.6462404
R. Gale, T. Karp, Helmuth Gesch
This paper describes the effort of creating a joint international graduate program in the area of semiconductor product engineering and power electronics. As a first step, a joint summer course for undergraduate students is implemented with the intention to create a larger interest in the program among the current undergraduate population at Texas Tech University and the University of Applied Sciences, two of the institutions jointly offering this degree.
{"title":"Work in progress: International experience in semiconductor product engineering","authors":"R. Gale, T. Karp, Helmuth Gesch","doi":"10.1109/FIE.2012.6462404","DOIUrl":"https://doi.org/10.1109/FIE.2012.6462404","url":null,"abstract":"This paper describes the effort of creating a joint international graduate program in the area of semiconductor product engineering and power electronics. As a first step, a joint summer course for undergraduate students is implemented with the intention to create a larger interest in the program among the current undergraduate population at Texas Tech University and the University of Applied Sciences, two of the institutions jointly offering this degree.","PeriodicalId":120268,"journal":{"name":"2012 Frontiers in Education Conference Proceedings","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2012-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125243688","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2012-10-03DOI: 10.1109/FIE.2012.6462242
Shaobo Huang, N. Fang
This paper presents our ongoing efforts in developing mathematical models to make early predictions, even before the semester starts, of what score a student will earn in the final comprehensive exam of the engineering dynamics course. A total of 1,938 data records were collected from 323 undergraduates in four semesters. Employed were four different mathematical modeling techniques: multivariate linear regression, multilayer perceptron neural networks, radial basis function neural networks, and support vector machines. The results show that within the five predictor variables investigated in this study, there is no significant difference in the prediction accuracy of these four mathematical models.
{"title":"Work in progress: Early prediction of students' academic performance in an introductory engineering course through different mathematical modeling techniques","authors":"Shaobo Huang, N. Fang","doi":"10.1109/FIE.2012.6462242","DOIUrl":"https://doi.org/10.1109/FIE.2012.6462242","url":null,"abstract":"This paper presents our ongoing efforts in developing mathematical models to make early predictions, even before the semester starts, of what score a student will earn in the final comprehensive exam of the engineering dynamics course. A total of 1,938 data records were collected from 323 undergraduates in four semesters. Employed were four different mathematical modeling techniques: multivariate linear regression, multilayer perceptron neural networks, radial basis function neural networks, and support vector machines. The results show that within the five predictor variables investigated in this study, there is no significant difference in the prediction accuracy of these four mathematical models.","PeriodicalId":120268,"journal":{"name":"2012 Frontiers in Education Conference Proceedings","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2012-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116863846","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2012-10-03DOI: 10.1109/FIE.2012.6462226
Alexandre Miranda Añon, Y. Bolea, A. Grau-Saldes, A. Sanfeliu
This paper presents a constructivist methodology oriented to training Robotics in its wide sense, and its implementation in higher education. A humanoid robotics workshop is included as a part of the curriculum of `Industrial Robotics' in the Industrial Engineering. This workshop covers one third of the laboratory practices of this subject. A constructivist view for learning is adopted, whereby robotic technologies are not seen as mere tools, but rather as potential vehicles of new ways of thinking about teaching, learning and education at large. Students, in a constructivist learning environment, are invited to work on experiments and authentic problem-solving; with selective use of available resources according to their own interests, research and learning strategies. The authors, as trainers of this workshop, chose ROBONOVA humanoid robots, among other devices, which attempt to partner technology with ideas of constructivism. The materials used in the workshop offer building parts, sensors thus connecting a robot with the external environment and programming software with a simple graphical interface intended for the creation of robot behavioral movements. The idea is “learning by design”, which is central in the constructivist pedagogy introduced firstly by Resnick. In this workshop we corroborate this idea through the project-based learning approach in robotics. Learning tasks of the workshop are organized as projects (small and large) that encourage students to develop their own designs. Projects are either instructor led or completely arisen from students.
{"title":"Work in progress: A constructivist didactic methodology for a humanoid robotics workshop","authors":"Alexandre Miranda Añon, Y. Bolea, A. Grau-Saldes, A. Sanfeliu","doi":"10.1109/FIE.2012.6462226","DOIUrl":"https://doi.org/10.1109/FIE.2012.6462226","url":null,"abstract":"This paper presents a constructivist methodology oriented to training Robotics in its wide sense, and its implementation in higher education. A humanoid robotics workshop is included as a part of the curriculum of `Industrial Robotics' in the Industrial Engineering. This workshop covers one third of the laboratory practices of this subject. A constructivist view for learning is adopted, whereby robotic technologies are not seen as mere tools, but rather as potential vehicles of new ways of thinking about teaching, learning and education at large. Students, in a constructivist learning environment, are invited to work on experiments and authentic problem-solving; with selective use of available resources according to their own interests, research and learning strategies. The authors, as trainers of this workshop, chose ROBONOVA humanoid robots, among other devices, which attempt to partner technology with ideas of constructivism. The materials used in the workshop offer building parts, sensors thus connecting a robot with the external environment and programming software with a simple graphical interface intended for the creation of robot behavioral movements. The idea is “learning by design”, which is central in the constructivist pedagogy introduced firstly by Resnick. In this workshop we corroborate this idea through the project-based learning approach in robotics. Learning tasks of the workshop are organized as projects (small and large) that encourage students to develop their own designs. Projects are either instructor led or completely arisen from students.","PeriodicalId":120268,"journal":{"name":"2012 Frontiers in Education Conference Proceedings","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2012-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116929602","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2012-10-03DOI: 10.1109/FIE.2012.6462225
O. Clúa, M. Feldgen
In our Operating Systems course we make available in advance the lecture slides and lab sessions material. The slides are built paying attention to present the key ideas and with embedded links to sites in the Web where the topic is covered in greater detail. We also provide the corresponding excerpts of selected textbooks. Following the download activity and paying attention on what our students are doing during the lectures, we are able to collect some data on notes usage. By carefully selecting some questions in the test we can distinguish which student used the material available in links and excerpts. In this paper we present some patterns of use of the lecture notes.
{"title":"Work in progress: How student use lecture notes in an Operating Systems course","authors":"O. Clúa, M. Feldgen","doi":"10.1109/FIE.2012.6462225","DOIUrl":"https://doi.org/10.1109/FIE.2012.6462225","url":null,"abstract":"In our Operating Systems course we make available in advance the lecture slides and lab sessions material. The slides are built paying attention to present the key ideas and with embedded links to sites in the Web where the topic is covered in greater detail. We also provide the corresponding excerpts of selected textbooks. Following the download activity and paying attention on what our students are doing during the lectures, we are able to collect some data on notes usage. By carefully selecting some questions in the test we can distinguish which student used the material available in links and excerpts. In this paper we present some patterns of use of the lecture notes.","PeriodicalId":120268,"journal":{"name":"2012 Frontiers in Education Conference Proceedings","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2012-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127116131","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2012-10-03DOI: 10.1109/FIE.2012.6462384
E. Eschenbach, S. Lord, M. Camacho, E. Cashman
White privilege is an important concept when considering issues such as social justice, the internal “culture” of engineering education and systematic change in engineering education. However, it is not well understood by most engineering educators. This Special Session will help participants explore the idea of White Privilege within the context of engineering education. Through an interactive format, participants will learn some theory and develop some ideas for addressing White Privilege in engineering learning environments. The related idea of stereotype threat will also be discussed.
{"title":"Special session: Race and the idea of privilege in the engineering classroom","authors":"E. Eschenbach, S. Lord, M. Camacho, E. Cashman","doi":"10.1109/FIE.2012.6462384","DOIUrl":"https://doi.org/10.1109/FIE.2012.6462384","url":null,"abstract":"White privilege is an important concept when considering issues such as social justice, the internal “culture” of engineering education and systematic change in engineering education. However, it is not well understood by most engineering educators. This Special Session will help participants explore the idea of White Privilege within the context of engineering education. Through an interactive format, participants will learn some theory and develop some ideas for addressing White Privilege in engineering learning environments. The related idea of stereotype threat will also be discussed.","PeriodicalId":120268,"journal":{"name":"2012 Frontiers in Education Conference Proceedings","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2012-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127451971","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2012-10-03DOI: 10.1109/FIE.2012.6462524
Richa Singh, Mayank Pundir
Indian universities broadly follow an entrance process for undergraduate engineering process in which physics, chemistry and mathematics based questions are asked. Either the individual scores or some combination of these scores is used to set the admission criterion for different engineering streams. However, it has not been analyzed whether this is a good predictor of undergraduate performance or not, especially in Indian context. The broad goal of this research is to understand the relationship between entrance criterion and undergraduate Computer Science/Information Technology performance. The analysis includes data collected from the students who appeared in the entrance exams and took admission in IIIT-Delhi in between 2008 to 2010. The scores obtained in entrance exams and cumulative grade point average earned during the first year of their studies are analyzed. Preliminary analysis suggests that for computer science undergraduate studies, mathematics or numerical understanding is an important aspect. Further, logic and aptitude based tests are better correlated in context of computer science education.
{"title":"Work in progress: On entrance test criteria for CS and IT UG programs","authors":"Richa Singh, Mayank Pundir","doi":"10.1109/FIE.2012.6462524","DOIUrl":"https://doi.org/10.1109/FIE.2012.6462524","url":null,"abstract":"Indian universities broadly follow an entrance process for undergraduate engineering process in which physics, chemistry and mathematics based questions are asked. Either the individual scores or some combination of these scores is used to set the admission criterion for different engineering streams. However, it has not been analyzed whether this is a good predictor of undergraduate performance or not, especially in Indian context. The broad goal of this research is to understand the relationship between entrance criterion and undergraduate Computer Science/Information Technology performance. The analysis includes data collected from the students who appeared in the entrance exams and took admission in IIIT-Delhi in between 2008 to 2010. The scores obtained in entrance exams and cumulative grade point average earned during the first year of their studies are analyzed. Preliminary analysis suggests that for computer science undergraduate studies, mathematics or numerical understanding is an important aspect. Further, logic and aptitude based tests are better correlated in context of computer science education.","PeriodicalId":120268,"journal":{"name":"2012 Frontiers in Education Conference Proceedings","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2012-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127470673","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2012-10-03DOI: 10.1109/FIE.2012.6462247
Andrew Easley, Jennifer Adam, Shane A. Brown, Devlin Montfort, Bernard Vanwie
National calls have been made for the identification of preconceptions and misconceptions in science and engineering. Identifying misconceptions can provide a basis for improved research-based curriculum development and implementation. The recognition of false beliefs and flawed mental models of these concepts can also contribute to theories of conceptual change. The purpose of this research was to identify misconceptions related to open channel flow. During spring and fall of 2011, out of 91 students from two sections of `Water Resources Engineering' course, 50 students were interviewed, and 41 students were given a pre/post test. The goal of these open-ended interviews and pre/post-tests was to obtain detailed data on students understanding of open channel flow concepts. Results suggest students have misconceptions relating to the hydraulic and energy grade line (HGL/EGL), flow transitions, and flow profiles. Many students have the correct terms of the HGL and EGL but lack understanding of where the terms re on an open channel flow profile. A large percentage of tested students revealed false beliefs relating to transitions. For example, more than 50 percent of tested students drew a decrease in water depth for a subcritical drop, rather than an increase in depth. Students also had difficult in labeling subcritical, critical, and supercritical places along flow profiles and how water flows over or under different weir structures. Repairing these fundamental misconceptions is essential for students to be able to apply these concepts in diverse situations and learn more advanced topics.
{"title":"Open channel flow misconceptions and ontological categories","authors":"Andrew Easley, Jennifer Adam, Shane A. Brown, Devlin Montfort, Bernard Vanwie","doi":"10.1109/FIE.2012.6462247","DOIUrl":"https://doi.org/10.1109/FIE.2012.6462247","url":null,"abstract":"National calls have been made for the identification of preconceptions and misconceptions in science and engineering. Identifying misconceptions can provide a basis for improved research-based curriculum development and implementation. The recognition of false beliefs and flawed mental models of these concepts can also contribute to theories of conceptual change. The purpose of this research was to identify misconceptions related to open channel flow. During spring and fall of 2011, out of 91 students from two sections of `Water Resources Engineering' course, 50 students were interviewed, and 41 students were given a pre/post test. The goal of these open-ended interviews and pre/post-tests was to obtain detailed data on students understanding of open channel flow concepts. Results suggest students have misconceptions relating to the hydraulic and energy grade line (HGL/EGL), flow transitions, and flow profiles. Many students have the correct terms of the HGL and EGL but lack understanding of where the terms re on an open channel flow profile. A large percentage of tested students revealed false beliefs relating to transitions. For example, more than 50 percent of tested students drew a decrease in water depth for a subcritical drop, rather than an increase in depth. Students also had difficult in labeling subcritical, critical, and supercritical places along flow profiles and how water flows over or under different weir structures. Repairing these fundamental misconceptions is essential for students to be able to apply these concepts in diverse situations and learn more advanced topics.","PeriodicalId":120268,"journal":{"name":"2012 Frontiers in Education Conference Proceedings","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2012-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126095019","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2012-10-03DOI: 10.1109/FIE.2012.6462275
U. Hernández-Jayo, J. García-Zubía
A new model for building and measuring analog electronic circuits has been developed and validated in the area of remote laboratories. The goal of the proposed solution is to facilitate and improve the set-up, maintenance and update of the hardware used during the configuration, control and measurement of the instruments and experiments included in the lab. The experimental setup does not reduce the performance of the lab, allowing the users to carry out the same actions and activities as they were in a hands-on laboratory. Therefore, thanks to this new paradigm users can practice through Internet and transparently to the hardware that makes possible the remote configuration of the experiments obtaining the same results as in a hands-on lab.
{"title":"Reconfigurable electronics remote lab from the experiments and instruments point of view","authors":"U. Hernández-Jayo, J. García-Zubía","doi":"10.1109/FIE.2012.6462275","DOIUrl":"https://doi.org/10.1109/FIE.2012.6462275","url":null,"abstract":"A new model for building and measuring analog electronic circuits has been developed and validated in the area of remote laboratories. The goal of the proposed solution is to facilitate and improve the set-up, maintenance and update of the hardware used during the configuration, control and measurement of the instruments and experiments included in the lab. The experimental setup does not reduce the performance of the lab, allowing the users to carry out the same actions and activities as they were in a hands-on laboratory. Therefore, thanks to this new paradigm users can practice through Internet and transparently to the hardware that makes possible the remote configuration of the experiments obtaining the same results as in a hands-on lab.","PeriodicalId":120268,"journal":{"name":"2012 Frontiers in Education Conference Proceedings","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2012-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123324228","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2012-10-03DOI: 10.1109/FIE.2012.6462421
Juan Heredia Juesas, E. Gago-Ribas, S. García
One of the most important subjects in the educational background of electrical engineering as well as in other important scientific areas of knowledge is the Signals and Systems Theory (SST). Taking into account the connection of the SST with the algebraic representation and the mathematical understanding of physical problems - electromagnetic radiation, scattering and inverse problems in our particular case -, a generalized scheme of the SST (GSST) is currently under development. While the usual point of view of classical SST is valid for practical purposes, it usually avoids many important concepts which become fundamental in the generalization of the analysis of physical problems. Some examples of this generalization are concerned with representations of physical problems different from those in the usual time-frequency domains - using a general variable -, the description of the problem in terms of infinite dimensional vector spaces and the algebra associated, the description of the Dirac delta function in terms of the distribution theory, etc. The most important purpose of obtaining a GSST is to connect the usual SST with important mathematical representations that lead to obtain more general representations that may be rigorously applied to model general physical problems. This generalized theory is focused on the algebraic concepts of signals and operators spaces, identifying each problem into their corresponding vector spaces and representing it in terms of the GSST scheme. One important point within this generalization is the concept of the Generalized Transform. Choosing a set of functions which play the role of a base, each signal of the space may be expressed in terms of a Generalized Linear Combination operator of this base weighted by a set of coefficients which identify the transform - their expression is directly related to the metric defined initially in the associated algebra -. Spectral analysis of systems is also contemplated, representing the signals in terms of their coefficients once a set of basis functions is chosen. The generalized theory let to obtain integral characterizations of linear systems - invariant and non invariant -, leading to the Generalized Spectral Analysis concept, closely connected to the operator theory. While the mathematical analysis of the GSST and its application, for instance to generalize the Green's function theory, has already been presented in several symposium - like 2009 IEEE AP and URSI Meeting -, a software tool based on the GSST is being worked out in parallel to the theoretical works. The aim of this tool is to facilitate both students and practical scientific and engineers the understanding of the main algebraic concepts of this generalized scheme, providing some examples of many signals and many systems in five different signal spaces. The user can select the signal and the system with their appropriate parameters and analyze the properties of the systems as well as the output signal b
{"title":"Educational software tool for signals and systems theory","authors":"Juan Heredia Juesas, E. Gago-Ribas, S. García","doi":"10.1109/FIE.2012.6462421","DOIUrl":"https://doi.org/10.1109/FIE.2012.6462421","url":null,"abstract":"One of the most important subjects in the educational background of electrical engineering as well as in other important scientific areas of knowledge is the Signals and Systems Theory (SST). Taking into account the connection of the SST with the algebraic representation and the mathematical understanding of physical problems - electromagnetic radiation, scattering and inverse problems in our particular case -, a generalized scheme of the SST (GSST) is currently under development. While the usual point of view of classical SST is valid for practical purposes, it usually avoids many important concepts which become fundamental in the generalization of the analysis of physical problems. Some examples of this generalization are concerned with representations of physical problems different from those in the usual time-frequency domains - using a general variable -, the description of the problem in terms of infinite dimensional vector spaces and the algebra associated, the description of the Dirac delta function in terms of the distribution theory, etc. The most important purpose of obtaining a GSST is to connect the usual SST with important mathematical representations that lead to obtain more general representations that may be rigorously applied to model general physical problems. This generalized theory is focused on the algebraic concepts of signals and operators spaces, identifying each problem into their corresponding vector spaces and representing it in terms of the GSST scheme. One important point within this generalization is the concept of the Generalized Transform. Choosing a set of functions which play the role of a base, each signal of the space may be expressed in terms of a Generalized Linear Combination operator of this base weighted by a set of coefficients which identify the transform - their expression is directly related to the metric defined initially in the associated algebra -. Spectral analysis of systems is also contemplated, representing the signals in terms of their coefficients once a set of basis functions is chosen. The generalized theory let to obtain integral characterizations of linear systems - invariant and non invariant -, leading to the Generalized Spectral Analysis concept, closely connected to the operator theory. While the mathematical analysis of the GSST and its application, for instance to generalize the Green's function theory, has already been presented in several symposium - like 2009 IEEE AP and URSI Meeting -, a software tool based on the GSST is being worked out in parallel to the theoretical works. The aim of this tool is to facilitate both students and practical scientific and engineers the understanding of the main algebraic concepts of this generalized scheme, providing some examples of many signals and many systems in five different signal spaces. The user can select the signal and the system with their appropriate parameters and analyze the properties of the systems as well as the output signal b","PeriodicalId":120268,"journal":{"name":"2012 Frontiers in Education Conference Proceedings","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2012-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115201551","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2012-10-03DOI: 10.1109/FIE.2012.6462323
J. Polack-Wahl, S. Davies, Karen Anewalt
We provide results from a nationwide survey of advertisements for jobs in the technology sector. This snapshot of 521 job postings provides an interesting glimpse into the state of the computing industry in the U.S., quantifying the programming languages most frequently requested by employers today. This study reveals industry preference for Java and C++ skills. C++ is requested most frequently in the South Atlantic Region and was also favored on the west coast. Additionally, SQL skills were more requested for positions related to testing, JSP skills were more requested in architect positions, and both C and C++ were more requested in analyst positions. While academic practices should not be based solely on industry practice, industry demand for languages serves as one useful data point when institutions make pedagogical choices.
{"title":"A snapshot of current languages used in industry","authors":"J. Polack-Wahl, S. Davies, Karen Anewalt","doi":"10.1109/FIE.2012.6462323","DOIUrl":"https://doi.org/10.1109/FIE.2012.6462323","url":null,"abstract":"We provide results from a nationwide survey of advertisements for jobs in the technology sector. This snapshot of 521 job postings provides an interesting glimpse into the state of the computing industry in the U.S., quantifying the programming languages most frequently requested by employers today. This study reveals industry preference for Java and C++ skills. C++ is requested most frequently in the South Atlantic Region and was also favored on the west coast. Additionally, SQL skills were more requested for positions related to testing, JSP skills were more requested in architect positions, and both C and C++ were more requested in analyst positions. While academic practices should not be based solely on industry practice, industry demand for languages serves as one useful data point when institutions make pedagogical choices.","PeriodicalId":120268,"journal":{"name":"2012 Frontiers in Education Conference Proceedings","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2012-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114508120","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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