Pub Date : 2012-10-03DOI: 10.1109/FIE.2012.6462358
Adam Kirn, Beshoy Morkos, L. Benson
The limited impact of many engineering education reforms may be due in part to treating engineering as a single monolithic discipline. We are using student motivation to characterize differences in engineering majors in order to inform educational practices and differences in student learning. Here we report on differences in student attitudes towards their engineering majors, elucidated through the use of survey data collected from first year students and longitudinal data on their majors 2 years later. We provide a detailed picture of the complexity of the engineering population, which will help direct more in-depth qualitative research to examine possible correlations between student motivation and learning in different engineering majors.
{"title":"Work in progress: How differences in student motivation characterize differences between engineering disciplines","authors":"Adam Kirn, Beshoy Morkos, L. Benson","doi":"10.1109/FIE.2012.6462358","DOIUrl":"https://doi.org/10.1109/FIE.2012.6462358","url":null,"abstract":"The limited impact of many engineering education reforms may be due in part to treating engineering as a single monolithic discipline. We are using student motivation to characterize differences in engineering majors in order to inform educational practices and differences in student learning. Here we report on differences in student attitudes towards their engineering majors, elucidated through the use of survey data collected from first year students and longitudinal data on their majors 2 years later. We provide a detailed picture of the complexity of the engineering population, which will help direct more in-depth qualitative research to examine possible correlations between student motivation and learning in different engineering majors.","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":"133002475","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.2012.6462332
Brook Sattler, Adam R. Carberry, Lauren D. Thomas Quigley
Traditional forms of mentoring offer graduate students a support system to assist them through their education. Many times these traditional forms of mentorship can be augmented by other support mechanisms. This phenomenon is especially true in engineering education because of the interdisciplinary nature of the discipline. In this work, we explore engineering education graduate students' self-reported value in regards to their participation in a multi-institution peer mentorship program. Further, we identify if and in what ways such a program supports graduate students' development towards becoming emerging scholars in the field of engineering education.
{"title":"Peer mentoring: Linking the value of a reflective activity to graduate student development","authors":"Brook Sattler, Adam R. Carberry, Lauren D. Thomas Quigley","doi":"10.1109/FIE.2012.6462332","DOIUrl":"https://doi.org/10.1109/FIE.2012.6462332","url":null,"abstract":"Traditional forms of mentoring offer graduate students a support system to assist them through their education. Many times these traditional forms of mentorship can be augmented by other support mechanisms. This phenomenon is especially true in engineering education because of the interdisciplinary nature of the discipline. In this work, we explore engineering education graduate students' self-reported value in regards to their participation in a multi-institution peer mentorship program. Further, we identify if and in what ways such a program supports graduate students' development towards becoming emerging scholars in the field of 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":"126767211","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.2012.6462418
D. Samuelsen, O. Graven
This paper presents a laboratory assignment for a module in VHDL programming. The purpose of the laboratory is to demonstrate sophisticated, state of the art solutions to current challenges in digital hardware design. The goal is to avoid setting up tasks that have a complexity beyond what the students are able to handle, but at the same time keeping the essential parts of the solution. The laboratory assignment presents to the students the principal solution to a problem or challenge, and the students' task is to develop a practical implementation of this solution in an FPGA, with I/O units connected, that demonstrates the effectiveness of the solution.
{"title":"Work in progress: Student lab on graphics cards' multi buffer architecture implemented in an FPGA","authors":"D. Samuelsen, O. Graven","doi":"10.1109/FIE.2012.6462418","DOIUrl":"https://doi.org/10.1109/FIE.2012.6462418","url":null,"abstract":"This paper presents a laboratory assignment for a module in VHDL programming. The purpose of the laboratory is to demonstrate sophisticated, state of the art solutions to current challenges in digital hardware design. The goal is to avoid setting up tasks that have a complexity beyond what the students are able to handle, but at the same time keeping the essential parts of the solution. The laboratory assignment presents to the students the principal solution to a problem or challenge, and the students' task is to develop a practical implementation of this solution in an FPGA, with I/O units connected, that demonstrates the effectiveness of the solution.","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":"126789251","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.2012.6462316
A. Caminero, S. Ros, A. Robles-Gómez, L. Tobarra, Roberto Hernández, R. Pastor, M. Rodríguez-Artacho, E. S. Cristóbal, S. Martín, M. Tawfik
Merging a Learning Management System (LMS) and a social network has social advantages for students. Among others, students can show off their achievements among their acquaintances, which in turn improves their social leadership and self-esteem. This is specially true in the case of distance learning, where there are no physical interactions between students, so their student life is totally isolated from their everyday life (e.g. students do not go out together, since they may live in different cities or even countries although they study the same subjects). All these points suggest that the use of social networks for distance teaching has clear advantages that can be harnessed. In order to achieve the aforementioned benefits, we are working on integrating a commonly used LMS, Moodle, into one of the most widely-used social network, Facebook. This integration allows students and faculty to use Facebook as a communication tool that improves the learning process and social life of students in the ways presented before.
{"title":"Work in progress: Extending a LMS with social capabilities: Integrating Moodle into Facebook","authors":"A. Caminero, S. Ros, A. Robles-Gómez, L. Tobarra, Roberto Hernández, R. Pastor, M. Rodríguez-Artacho, E. S. Cristóbal, S. Martín, M. Tawfik","doi":"10.1109/FIE.2012.6462316","DOIUrl":"https://doi.org/10.1109/FIE.2012.6462316","url":null,"abstract":"Merging a Learning Management System (LMS) and a social network has social advantages for students. Among others, students can show off their achievements among their acquaintances, which in turn improves their social leadership and self-esteem. This is specially true in the case of distance learning, where there are no physical interactions between students, so their student life is totally isolated from their everyday life (e.g. students do not go out together, since they may live in different cities or even countries although they study the same subjects). All these points suggest that the use of social networks for distance teaching has clear advantages that can be harnessed. In order to achieve the aforementioned benefits, we are working on integrating a commonly used LMS, Moodle, into one of the most widely-used social network, Facebook. This integration allows students and faculty to use Facebook as a communication tool that improves the learning process and social life of students in the ways presented before.","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":"126415514","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.2012.6462378
Boris Taratutin, Taylor Lobe, J. Stolk, R. Martello, Katherine C. Chen, Roberta Herter
Although self-direction is among the most critical skills required of today's engineering graduates, the complex processes through which individuals develop the attitudes, beliefs, and skills of lifelong, self-directed learners remains unclear. In this ongoing mixed-methods investigation, we draw on existing motivation and self-regulated learning theories to examine how undergraduate students at two institutions develop as self-directed learners during their first two years of their engineering programs. Preliminary findings indicate that both groups of first-year students make progress as self-directed learners, even after their first semester of college. However, the data indicate marked differences in specific areas of self-directed learner growth at the two institutions. Compared to those at the large public university, students at the small private college report stronger learning goal orientations, help-seeking behaviors, and metacognitive strategy use. We discuss how the learning opportunities and environments may contribute to these differences in learner development.
{"title":"Work in progress: How do first-year engineering students develop as self-directed learners?","authors":"Boris Taratutin, Taylor Lobe, J. Stolk, R. Martello, Katherine C. Chen, Roberta Herter","doi":"10.1109/FIE.2012.6462378","DOIUrl":"https://doi.org/10.1109/FIE.2012.6462378","url":null,"abstract":"Although self-direction is among the most critical skills required of today's engineering graduates, the complex processes through which individuals develop the attitudes, beliefs, and skills of lifelong, self-directed learners remains unclear. In this ongoing mixed-methods investigation, we draw on existing motivation and self-regulated learning theories to examine how undergraduate students at two institutions develop as self-directed learners during their first two years of their engineering programs. Preliminary findings indicate that both groups of first-year students make progress as self-directed learners, even after their first semester of college. However, the data indicate marked differences in specific areas of self-directed learner growth at the two institutions. Compared to those at the large public university, students at the small private college report stronger learning goal orientations, help-seeking behaviors, and metacognitive strategy use. We discuss how the learning opportunities and environments may contribute to these differences in learner development.","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":"126515779","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.2012.6462327
C. Allendoerfer, Mee Joo Kim, Elizabeth Burpee, Denise M. Wilson, R. Bates
Despite strong evidence of the positive impact of active learning strategies, STEM faculty demonstrate a spectrum of receptiveness to incorporating active learning into their classrooms, and for a variety of reasons, engineering classes continue to be dominated by a passive lecture style. This paper draws on data from a four-year study that investigated the use of five social instruction strategies, including active learning. Twenty-four STEM faculty at 4 institutions were interviewed regarding their understanding of and attitudes toward these strategies. This paper focuses on the results of the active learning component of these interviews. Faculty most often interpreted active learning as what students do and viewed self-motivation as a key component of what students think while active learning. These results, while drawn from a small sample population, can nevertheless make an important contribution to understanding why passive learning remains predominant in the STEM classroom. This paper examines how the findings from this study can inform efforts to promote changes in STEM education that would bring more active learning to the classroom.
{"title":"Awareness of and receptiveness to active learning strategies among STEM faculty","authors":"C. Allendoerfer, Mee Joo Kim, Elizabeth Burpee, Denise M. Wilson, R. Bates","doi":"10.1109/FIE.2012.6462327","DOIUrl":"https://doi.org/10.1109/FIE.2012.6462327","url":null,"abstract":"Despite strong evidence of the positive impact of active learning strategies, STEM faculty demonstrate a spectrum of receptiveness to incorporating active learning into their classrooms, and for a variety of reasons, engineering classes continue to be dominated by a passive lecture style. This paper draws on data from a four-year study that investigated the use of five social instruction strategies, including active learning. Twenty-four STEM faculty at 4 institutions were interviewed regarding their understanding of and attitudes toward these strategies. This paper focuses on the results of the active learning component of these interviews. Faculty most often interpreted active learning as what students do and viewed self-motivation as a key component of what students think while active learning. These results, while drawn from a small sample population, can nevertheless make an important contribution to understanding why passive learning remains predominant in the STEM classroom. This paper examines how the findings from this study can inform efforts to promote changes in STEM education that would bring more active learning to the 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":"121617337","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.2012.6462266
K. Stanton, T. Siller
In 2010, administrators at Colorado State University implemented an experimental program allowing first-semester engineering students to take their entire course load for pass/fail grades, instead of the traditional A-F grades. Engineering educators were interested in the impact that this program had, and initially looked to GPA and grades. Realizing that those were insufficient to understand impact of the program, this study expands on previous work by obtaining a preliminary measure of students' motivation and correlating it with GPA and other variables of interest. Results indicate that the pass/fail students and traditionally graded students were very similar in terms of motivational qualities on average, but that motivational qualities showed relationships with semester GPA uniquely for pass/fail versus traditionally graded students. Also, student comments suggested that at the least they felt no harm was done by the program being offered and their enrollment or non-enrollment.
2010年，科罗拉多州立大学(Colorado State University)的管理人员实施了一项实验计划，允许第一学期工程专业的学生以及格/不及格的成绩完成整个课程，而不是传统的A-F成绩。工程教育工作者对这个项目的影响很感兴趣，他们最初关注的是GPA和成绩。意识到这些不足以理解项目的影响，本研究扩展了之前的工作，获得了学生动机的初步测量，并将其与GPA和其他感兴趣的变量相关联。结果表明，平均而言，及格/不及格学生和传统评分学生的动机品质非常相似，但动机品质与学期GPA的关系仅在及格/不及格学生和传统评分学生中表现出来。此外，学生们的评论表明，至少他们觉得所提供的课程和他们的注册或不注册没有造成伤害。
{"title":"A first look at student motivation resulting from a pass/fail program for first-semester engineering students","authors":"K. Stanton, T. Siller","doi":"10.1109/FIE.2012.6462266","DOIUrl":"https://doi.org/10.1109/FIE.2012.6462266","url":null,"abstract":"In 2010, administrators at Colorado State University implemented an experimental program allowing first-semester engineering students to take their entire course load for pass/fail grades, instead of the traditional A-F grades. Engineering educators were interested in the impact that this program had, and initially looked to GPA and grades. Realizing that those were insufficient to understand impact of the program, this study expands on previous work by obtaining a preliminary measure of students' motivation and correlating it with GPA and other variables of interest. Results indicate that the pass/fail students and traditionally graded students were very similar in terms of motivational qualities on average, but that motivational qualities showed relationships with semester GPA uniquely for pass/fail versus traditionally graded students. Also, student comments suggested that at the least they felt no harm was done by the program being offered and their enrollment or non-enrollment.","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":"123060671","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.2012.6462517
Amruth N. Kumar
The effect of interleaving an alternate task during tutoring and testing was studied in the context of an online problem-solving software tutor. A controlled study was used and ANOVA was used for data analysis. It was found that introduction of the alternate task did not result in any difference in the scores of control and test groups during testing. It did not promote greater cognitive or affective learning during tutoring. Some possible reasons for the negative results are discussed.
{"title":"The effect of interleaving an alternate task during tutoring and testing","authors":"Amruth N. Kumar","doi":"10.1109/FIE.2012.6462517","DOIUrl":"https://doi.org/10.1109/FIE.2012.6462517","url":null,"abstract":"The effect of interleaving an alternate task during tutoring and testing was studied in the context of an online problem-solving software tutor. A controlled study was used and ANOVA was used for data analysis. It was found that introduction of the alternate task did not result in any difference in the scores of control and test groups during testing. It did not promote greater cognitive or affective learning during tutoring. Some possible reasons for the negative results are 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":"122322950","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.2012.6462514
Elham Beheshti, Michael S. Horn
We present FlipLogic, a puzzle game that we developed to help children (ages 10-12) become familiar with conditional logic statements in programming. We designed the game to be embedded in an existing after-school curriculum on computer programming fundamentals. Our broader goal is to create a series of games to help students learn a variety of programming concepts including control statements, conditional branches, logic expressions, loops, and variables. We plan to study the effectiveness and motivational appeal of our design in after-school settings, comparing this game-based approach with a more traditional instructional approach.
{"title":"Work in progress: Learning flow-of-control with FlipLogic: A game-based approach","authors":"Elham Beheshti, Michael S. Horn","doi":"10.1109/FIE.2012.6462514","DOIUrl":"https://doi.org/10.1109/FIE.2012.6462514","url":null,"abstract":"We present FlipLogic, a puzzle game that we developed to help children (ages 10-12) become familiar with conditional logic statements in programming. We designed the game to be embedded in an existing after-school curriculum on computer programming fundamentals. Our broader goal is to create a series of games to help students learn a variety of programming concepts including control statements, conditional branches, logic expressions, loops, and variables. We plan to study the effectiveness and motivational appeal of our design in after-school settings, comparing this game-based approach with a more traditional instructional approach.","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":"121251489","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.2012.6462211
Adam R. Carberry, M. Siniawski, J. Dionisio
Assessing student learning is a key component to education. Most institutions assess learning using a score-based grading system. Such systems use multiple individual assignment scores to produce a cumulative final course grade, which may or may not represent what a student has learned. Standards-based grading offers an alternative that addresses the need to directly assess how well students are developing toward meeting the course objectives. The course objectives are the focal point of the grading system, allowing the instructor to assess students on clearly defined objectives throughout the course. The system assesses how well students become proficient in the course objectives over the duration of the course. This study extends the use of standards-based grading at the K-12 level into the realm of undergraduate science, technology, engineering, and mathematics (STEM) education. Five STEM courses pilot tested the integration of a standards-based grading system to investigate how it impacts affective and cognitive student behaviors. The results suggest that a standards-based grading system increased student domain-specific self-efficacy, was perceived as valuable, and helped students develop more sophisticated beliefs about STEM knowledge.
{"title":"Standards-based grading: Preliminary studies to quantify changes in affective and cognitive student behaviors","authors":"Adam R. Carberry, M. Siniawski, J. Dionisio","doi":"10.1109/FIE.2012.6462211","DOIUrl":"https://doi.org/10.1109/FIE.2012.6462211","url":null,"abstract":"Assessing student learning is a key component to education. Most institutions assess learning using a score-based grading system. Such systems use multiple individual assignment scores to produce a cumulative final course grade, which may or may not represent what a student has learned. Standards-based grading offers an alternative that addresses the need to directly assess how well students are developing toward meeting the course objectives. The course objectives are the focal point of the grading system, allowing the instructor to assess students on clearly defined objectives throughout the course. The system assesses how well students become proficient in the course objectives over the duration of the course. This study extends the use of standards-based grading at the K-12 level into the realm of undergraduate science, technology, engineering, and mathematics (STEM) education. Five STEM courses pilot tested the integration of a standards-based grading system to investigate how it impacts affective and cognitive student behaviors. The results suggest that a standards-based grading system increased student domain-specific self-efficacy, was perceived as valuable, and helped students develop more sophisticated beliefs about STEM knowledge.","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":"121053383","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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