Pub Date : 2012-10-03DOI: 10.1109/FIE.2012.6462490
C. Kaneshiro, K. Higa
In this paper, we discuss an educational program approach to device fabrication and analysis for an advanced course curriculum for technical training at the Okinawa National College of Technology (ONCT). Letting students have the opportunity to learn technical skills in engineering fields through engineering experiments is a key subject. We deal with two topics related to device fabrication and analysis: MOSFET and SAW transversal filter. In this paper, we describe that we carried out device fabrication and analysis as the subjects of the engineering experiments in a course. The students learned several techniques for device fabrication and analysis through these experiments.
{"title":"Work in progress: Educational program approach of device fabrication and its analysis for engineering experiments","authors":"C. Kaneshiro, K. Higa","doi":"10.1109/FIE.2012.6462490","DOIUrl":"https://doi.org/10.1109/FIE.2012.6462490","url":null,"abstract":"In this paper, we discuss an educational program approach to device fabrication and analysis for an advanced course curriculum for technical training at the Okinawa National College of Technology (ONCT). Letting students have the opportunity to learn technical skills in engineering fields through engineering experiments is a key subject. We deal with two topics related to device fabrication and analysis: MOSFET and SAW transversal filter. In this paper, we describe that we carried out device fabrication and analysis as the subjects of the engineering experiments in a course. The students learned several techniques for device fabrication and analysis through these experiments.","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":"116405352","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.2012.6462255
P. Steif, M. Lovett, A. Dollár
Engineering instructors seek to gauge the effectiveness of their instruction. One gauge has been to use standardized tests, such as concept inventories and to quantify learning as the change in score over the semester. Here we question whether that approach is always the best practice for gauging the effect of instruction, and we propose an alternative of administering different tests at the start and end of the semester. In particular, to gauge the influence of one aspect of instruction, the use of interactive web-based course materials that had been developed for Statics, we administered the Force Concept Inventory at the start of the course, and the Statics Concept Inventory at the end of the course. Correlations and then linear regression were applied to study how conceptual knowledge measured at the end of the course depended on conceptual knowledge measured at the start and the amount of use of the web-based courseware. Usage of the web-based courseware was found to promote conceptual knowledge at the end of the course in a statistically significant way only after accounting for initial knowledge as judged by the different conceptual test administered at the start of the course. Thus, it is not necessary to measure gain on one test; instead each test should capture well the variation in relevant ability across students at the time the test is administered.
{"title":"Quantifying learning from web-based course materials using different pre and post tests","authors":"P. Steif, M. Lovett, A. Dollár","doi":"10.1109/FIE.2012.6462255","DOIUrl":"https://doi.org/10.1109/FIE.2012.6462255","url":null,"abstract":"Engineering instructors seek to gauge the effectiveness of their instruction. One gauge has been to use standardized tests, such as concept inventories and to quantify learning as the change in score over the semester. Here we question whether that approach is always the best practice for gauging the effect of instruction, and we propose an alternative of administering different tests at the start and end of the semester. In particular, to gauge the influence of one aspect of instruction, the use of interactive web-based course materials that had been developed for Statics, we administered the Force Concept Inventory at the start of the course, and the Statics Concept Inventory at the end of the course. Correlations and then linear regression were applied to study how conceptual knowledge measured at the end of the course depended on conceptual knowledge measured at the start and the amount of use of the web-based courseware. Usage of the web-based courseware was found to promote conceptual knowledge at the end of the course in a statistically significant way only after accounting for initial knowledge as judged by the different conceptual test administered at the start of the course. Thus, it is not necessary to measure gain on one test; instead each test should capture well the variation in relevant ability across students at the time the test is administered.","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":"123558134","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.2012.6462224
M. Auer, D. Zutin
Never has the speed of development in the area of engineering been as accelerated as it is today, as we observe the enormous and driven growth of the area of engineering. Today's tendencies require concerted new efforts in engineering education - or in other words, the importance of pedagogy in the field of engineering is growing enormously. These changes strongly demand new didactic and pedagogic paradigms. The International Society of Engineering Education (IGIP) offers to contribute to the relevance and pedagogical aspects related to developing educational concepts in engineering education.
{"title":"New pedagogic challenges in engineering education","authors":"M. Auer, D. Zutin","doi":"10.1109/FIE.2012.6462224","DOIUrl":"https://doi.org/10.1109/FIE.2012.6462224","url":null,"abstract":"Never has the speed of development in the area of engineering been as accelerated as it is today, as we observe the enormous and driven growth of the area of engineering. Today's tendencies require concerted new efforts in engineering education - or in other words, the importance of pedagogy in the field of engineering is growing enormously. These changes strongly demand new didactic and pedagogic paradigms. The International Society of Engineering Education (IGIP) offers to contribute to the relevance and pedagogical aspects related to developing educational concepts in engineering 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":"121956208","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.2012.6462369
J. Pritchard, M. Mina, Anthony Moore
A new method of assessment is developed that comprehensively maps students' progress in a course. The technique involves the use of two grading rubrics measuring performance in technical and conceptual proficiency, respectively. With these rubrics, one can identify students' progress and learning more effectively and future activities can be adapted accordingly. This paper discusses the development of these rubrics, how to use them, how to interpret their results, and describes an experiment showing their effectiveness in a freshman engineering classroom.
{"title":"Work in progress: A comprehensive approach for mapping student's progress: Assessing student progress in freshman engineering","authors":"J. Pritchard, M. Mina, Anthony Moore","doi":"10.1109/FIE.2012.6462369","DOIUrl":"https://doi.org/10.1109/FIE.2012.6462369","url":null,"abstract":"A new method of assessment is developed that comprehensively maps students' progress in a course. The technique involves the use of two grading rubrics measuring performance in technical and conceptual proficiency, respectively. With these rubrics, one can identify students' progress and learning more effectively and future activities can be adapted accordingly. This paper discusses the development of these rubrics, how to use them, how to interpret their results, and describes an experiment showing their effectiveness in a freshman engineering classroom.","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":"122173190","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.2012.6462220
P. Orduña, E. S. Cristóbal, M. Emaldi, M. Castro, D. López-de-Ipiña, J. García-Zubía
An educational remote laboratory is a software and hardware tool that allows students to remotely access real equipment located in the university as if they were in a hands-on-lab session. Federations of remote laboratories have existed for years: they are based on enabling two universities to exchange remote laboratories directly, without registering students of the latter on the former university. Integration of remote laboratories on Learning Management Systems (LMS) or Content Management Systems (CMS) have also been addressed in the past, enabling institutions to delegate the authentication or authorization of the experiments to the LMS/CMS. However, these integrations are usually achieved in an ad hoc way, integrating each particular laboratory to a LMS/CMS. This contribution studies the use of federation models to integrate remote laboratory management systems in LMS/CMSs, since both approaches (integrating a laboratory on an a external electronic learning tool, and integrating a laboratory on other laboratory) are essentially equivalent. The contribution defines two case studies to evaluate this approach, showing how this integration is achieved on a LMS (Moodle) and on a CMS (Joomla).
{"title":"Modelling remote laboratories integrations in e-learning tools through remote laboratories federation protocols","authors":"P. Orduña, E. S. Cristóbal, M. Emaldi, M. Castro, D. López-de-Ipiña, J. García-Zubía","doi":"10.1109/FIE.2012.6462220","DOIUrl":"https://doi.org/10.1109/FIE.2012.6462220","url":null,"abstract":"An educational remote laboratory is a software and hardware tool that allows students to remotely access real equipment located in the university as if they were in a hands-on-lab session. Federations of remote laboratories have existed for years: they are based on enabling two universities to exchange remote laboratories directly, without registering students of the latter on the former university. Integration of remote laboratories on Learning Management Systems (LMS) or Content Management Systems (CMS) have also been addressed in the past, enabling institutions to delegate the authentication or authorization of the experiments to the LMS/CMS. However, these integrations are usually achieved in an ad hoc way, integrating each particular laboratory to a LMS/CMS. This contribution studies the use of federation models to integrate remote laboratory management systems in LMS/CMSs, since both approaches (integrating a laboratory on an a external electronic learning tool, and integrating a laboratory on other laboratory) are essentially equivalent. The contribution defines two case studies to evaluate this approach, showing how this integration is achieved on a LMS (Moodle) and on a CMS (Joomla).","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":"117277658","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.2012.6462231
Hudson Jackson, K. Tarhini, Brian Maggi, Nathan Rumsey
Traditional methods of teaching are falling short in engaging students at higher levels of learning. To adequately prepare students for engineering practice, innovative methods of teaching, learning and assessment are required. Particular emphasis should be placed on enabling students to make the connection between theory and practice. The authors discuss how the approach of “theory to practice” was implemented using project based learning and case studies in two courses at the United States Coast Guard Academy. Students' feedback and other assessment tools indicated that students were engaged in a higher level of learning and understanding of engineering principles.
{"title":"Improving students understanding of engineering concepts through project based learning","authors":"Hudson Jackson, K. Tarhini, Brian Maggi, Nathan Rumsey","doi":"10.1109/FIE.2012.6462231","DOIUrl":"https://doi.org/10.1109/FIE.2012.6462231","url":null,"abstract":"Traditional methods of teaching are falling short in engaging students at higher levels of learning. To adequately prepare students for engineering practice, innovative methods of teaching, learning and assessment are required. Particular emphasis should be placed on enabling students to make the connection between theory and practice. The authors discuss how the approach of “theory to practice” was implemented using project based learning and case studies in two courses at the United States Coast Guard Academy. Students' feedback and other assessment tools indicated that students were engaged in a higher level of learning and understanding of engineering principles.","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":"125066346","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.2012.6462393
A. Gardner, K. Willey, L. Jolly, Gregory Tibbits
For many scholars conference papers are a stepping stone to submitting a journal article. However with increasing time pressures for presentation at conferences, peer review may in practice be the only developmental opportunity from conference attendance. Hence it could be argued that the most important opportunity to acquire the standards and norms of the discipline and develop researchers' judgement is the peer review process - but this depends on the quality of the reviews. In this paper we report the findings of an ongoing study into the peer review process of the Australasian Association for Engineering Education (AAEE) annual conference. We began by examining the effectiveness of reviews of papers submitted to the 2010 conference in helping authors to improve and/or address issues in their research. Authors were also given the chance to rate their reviews and we subsequently analysed both the nature of the reviews and authors' responses. Findings suggest that the opportunity to use the peer review process to induct people into the field and improve research methods and practice was being missed with almost half of the reviews being rated as `ineffectual'. Authors at the 2011 AAEE conference confirmed the findings from the 2010 data. The results demonstrate the lack of a shared understanding in our community of what constitutes quality research. In this paper in addition to the results of the above-mentioned studies we report the framework being adopted by the AAEE community to develop criteria to be applied at future conferences and describe the reviewer activity aimed at increasing understanding of standards and developing judgement to improve research quality within our engineering education community.
{"title":"Peering at the peer review process for conference submissions","authors":"A. Gardner, K. Willey, L. Jolly, Gregory Tibbits","doi":"10.1109/FIE.2012.6462393","DOIUrl":"https://doi.org/10.1109/FIE.2012.6462393","url":null,"abstract":"For many scholars conference papers are a stepping stone to submitting a journal article. However with increasing time pressures for presentation at conferences, peer review may in practice be the only developmental opportunity from conference attendance. Hence it could be argued that the most important opportunity to acquire the standards and norms of the discipline and develop researchers' judgement is the peer review process - but this depends on the quality of the reviews. In this paper we report the findings of an ongoing study into the peer review process of the Australasian Association for Engineering Education (AAEE) annual conference. We began by examining the effectiveness of reviews of papers submitted to the 2010 conference in helping authors to improve and/or address issues in their research. Authors were also given the chance to rate their reviews and we subsequently analysed both the nature of the reviews and authors' responses. Findings suggest that the opportunity to use the peer review process to induct people into the field and improve research methods and practice was being missed with almost half of the reviews being rated as `ineffectual'. Authors at the 2011 AAEE conference confirmed the findings from the 2010 data. The results demonstrate the lack of a shared understanding in our community of what constitutes quality research. In this paper in addition to the results of the above-mentioned studies we report the framework being adopted by the AAEE community to develop criteria to be applied at future conferences and describe the reviewer activity aimed at increasing understanding of standards and developing judgement to improve research quality within our engineering education community.","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":"128510961","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.2012.6462460
Alice Armstrong, C. Wellington
This paper outlines a grading system designed to replicate a manager's perception of an employee's reputation which starts out high and sinks with the employee's unprofessional behavior. By modeling this perception, our program has begun to increase the number of seniors who can successfully complete their capstone projects on time. This program stands out from other similar attempts increase consistent effort and conscientiousness because it increases the impact of unprofessional behaviors on a student's overall grade. Results from the senior capstone course inspired the use of professionalism grades in our freshman lab courses as a way to help students understand how the demands of college are different from the demands of high school and to help them take responsibility for their academic success.
{"title":"Work in progress: Modeling employer assessments: Using professionalism in computer science courses","authors":"Alice Armstrong, C. Wellington","doi":"10.1109/FIE.2012.6462460","DOIUrl":"https://doi.org/10.1109/FIE.2012.6462460","url":null,"abstract":"This paper outlines a grading system designed to replicate a manager's perception of an employee's reputation which starts out high and sinks with the employee's unprofessional behavior. By modeling this perception, our program has begun to increase the number of seniors who can successfully complete their capstone projects on time. This program stands out from other similar attempts increase consistent effort and conscientiousness because it increases the impact of unprofessional behaviors on a student's overall grade. Results from the senior capstone course inspired the use of professionalism grades in our freshman lab courses as a way to help students understand how the demands of college are different from the demands of high school and to help them take responsibility for their academic success.","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":"128725356","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.2012.6462467
Kelsey Joy Rodgers, H. Diefes‐Dux, M. Cardella, A. Fry
Peer feedback is a key component of STEM education, but there is not an accepted pedagogy for teaching students effective critical feedback skills. The quality and nature of current peer reviews must be understood to establish what students need to learn to give effective feedback. This research begins to identify the nature and quality of peer feedback on mathematical models through a mixed-methods approach. The quantitative analysis shows that students typically score models higher than an expert, and the qualitative analysis shows that most students do not address the mathematics used in solutions but rather focus on the presentation of solutions. This research indicates that students need better guidance on how to engage in a more critical feedback process on solutions to open-ended problems. This research also raises some new research questions.
{"title":"First-year engineering students' peer feedback on open-ended mathematical modeling problems","authors":"Kelsey Joy Rodgers, H. Diefes‐Dux, M. Cardella, A. Fry","doi":"10.1109/FIE.2012.6462467","DOIUrl":"https://doi.org/10.1109/FIE.2012.6462467","url":null,"abstract":"Peer feedback is a key component of STEM education, but there is not an accepted pedagogy for teaching students effective critical feedback skills. The quality and nature of current peer reviews must be understood to establish what students need to learn to give effective feedback. This research begins to identify the nature and quality of peer feedback on mathematical models through a mixed-methods approach. The quantitative analysis shows that students typically score models higher than an expert, and the qualitative analysis shows that most students do not address the mathematics used in solutions but rather focus on the presentation of solutions. This research indicates that students need better guidance on how to engage in a more critical feedback process on solutions to open-ended problems. This research also raises some new research questions.","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":"128982209","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.2012.6462520
Madalene Spezialetti
Studies indicate that students, particularly females, find computing most engaging when it is presented in relation to real-life problems, rather than when it is presented in ways that emphasize computing for the sake of computing. Video scenarios are a novel tool for encouraging students to explore computing in a problem-centric, rather than a code-centric, manner. Video scenarios are short films (2-5 minutes long) that depict individuals facing problems in life-like settings. The scenarios emphasize the diverse and often ill-defined nature of real world problems, and the potential for creative and entrepreneurial computing they present. The video scenarios and their associated discussion/exercise questions are freely available on the web at www.Virt-U.org.
{"title":"Workshop: It's more than coding- using video scenarios to engage students in computing","authors":"Madalene Spezialetti","doi":"10.1109/FIE.2012.6462520","DOIUrl":"https://doi.org/10.1109/FIE.2012.6462520","url":null,"abstract":"Studies indicate that students, particularly females, find computing most engaging when it is presented in relation to real-life problems, rather than when it is presented in ways that emphasize computing for the sake of computing. Video scenarios are a novel tool for encouraging students to explore computing in a problem-centric, rather than a code-centric, manner. Video scenarios are short films (2-5 minutes long) that depict individuals facing problems in life-like settings. The scenarios emphasize the diverse and often ill-defined nature of real world problems, and the potential for creative and entrepreneurial computing they present. The video scenarios and their associated discussion/exercise questions are freely available on the web at www.Virt-U.org.","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":"130575516","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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