Pub Date : 2009-10-18DOI: 10.1109/FIE.2009.5350778
E. Ortiz-Rivera, J. Gonzalez-Llorente, Andres Salazar-Llinas
The development of systems implementing renewable energy sources is essential to society's evolution and survival. Currently the major source for electric energy is the burning of fossil fuels; thus, it is a problem because of two reasons: it increases the emission of harmful gases to our atmosphere and it is an energy source that will not last forever. In our present time the amount of energy produced by a single renewable source is considerably smaller that the amount produced by the burning of fossil fuels. Therefore, it is necessary to develop energy systems that will use various type of renewable energy in parallel, all contributing to a large complex system. It is the purpose of this paper to attract undergraduate students to the area of renewable energy by bringing them with a research experience. The student had the experience to study three alternative sources: photovoltaic systems, fuel cells, and thermoelectric generators. The student had the opportunity to use electrical models describing the performance of each renewable source. The mathematical models were developed by the mentor in different software like Matlab, Saber, P-Spice, and Simulink. Circuit analysis, simulations and experiments are presented in the paper.
{"title":"Bringing renewable energy to the electrical engineering undergraduate education and research at UPRM","authors":"E. Ortiz-Rivera, J. Gonzalez-Llorente, Andres Salazar-Llinas","doi":"10.1109/FIE.2009.5350778","DOIUrl":"https://doi.org/10.1109/FIE.2009.5350778","url":null,"abstract":"The development of systems implementing renewable energy sources is essential to society's evolution and survival. Currently the major source for electric energy is the burning of fossil fuels; thus, it is a problem because of two reasons: it increases the emission of harmful gases to our atmosphere and it is an energy source that will not last forever. In our present time the amount of energy produced by a single renewable source is considerably smaller that the amount produced by the burning of fossil fuels. Therefore, it is necessary to develop energy systems that will use various type of renewable energy in parallel, all contributing to a large complex system. It is the purpose of this paper to attract undergraduate students to the area of renewable energy by bringing them with a research experience. The student had the experience to study three alternative sources: photovoltaic systems, fuel cells, and thermoelectric generators. The student had the opportunity to use electrical models describing the performance of each renewable source. The mathematical models were developed by the mentor in different software like Matlab, Saber, P-Spice, and Simulink. Circuit analysis, simulations and experiments are presented in the paper.","PeriodicalId":129330,"journal":{"name":"2009 39th IEEE Frontiers in Education Conference","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123035730","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 : 2009-10-18DOI: 10.1109/FIE.2009.5350531
S. Anwar, J. Ryoo
Although information systems increase productivity in organizations, they also make the Information Technology (IT) assets within these organizations vulnerable in the context of cyber security. Thus, the designers and users of IT in these organizations need to have adequate education in the cyber security threats and be ready to take the appropriate actions necessary for protecting their IT assets. The growing awareness has resulted in a significant demand for information systems security and risk analysis education. Proper training in security and risk analysis can be very helpful in confronting cyber security threats and protecting vital information. Problem solvers with appropriate skills and relevant experience are needed in the security and risk analysis domain. The Penn State University Altoona College realizes that it is very important for its BSEMET degree students to be knowledgeable about information systems security and risk analysis since engineers are now expected to have at least a basic understanding of current threats and how these threats affect product development, personal safety, employee productivity, and organizational expenses. The main focus of this manuscript, is a perspective on how Penn State University-Altoona College is taking steps to integrate the security and risk analysis concepts from the SRA degree program into its four-year electromechanical engineering technology program.
{"title":"Work in progress - integration of multidisciplinary security and risk analysis undergraduate program components into a four-year electromechanical engineering technology program","authors":"S. Anwar, J. Ryoo","doi":"10.1109/FIE.2009.5350531","DOIUrl":"https://doi.org/10.1109/FIE.2009.5350531","url":null,"abstract":"Although information systems increase productivity in organizations, they also make the Information Technology (IT) assets within these organizations vulnerable in the context of cyber security. Thus, the designers and users of IT in these organizations need to have adequate education in the cyber security threats and be ready to take the appropriate actions necessary for protecting their IT assets. The growing awareness has resulted in a significant demand for information systems security and risk analysis education. Proper training in security and risk analysis can be very helpful in confronting cyber security threats and protecting vital information. Problem solvers with appropriate skills and relevant experience are needed in the security and risk analysis domain. The Penn State University Altoona College realizes that it is very important for its BSEMET degree students to be knowledgeable about information systems security and risk analysis since engineers are now expected to have at least a basic understanding of current threats and how these threats affect product development, personal safety, employee productivity, and organizational expenses. The main focus of this manuscript, is a perspective on how Penn State University-Altoona College is taking steps to integrate the security and risk analysis concepts from the SRA degree program into its four-year electromechanical engineering technology program.","PeriodicalId":129330,"journal":{"name":"2009 39th IEEE Frontiers in Education Conference","volume":"61 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114454723","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 : 2009-10-18DOI: 10.1109/FIE.2009.5350638
R. Bannerot
The distributions of Myers-Briggs Type Indicators, Preferences, and Temperaments for entering and graduating BSME students and the mechanical engineering faculty at the University of Houston are presented and compared. Based on long-term averages, the S-, T-, J-, SJ-, ESTJ- and ISTJ- preferring individuals appear to have some positive correlation with success in our mechanical engineering program. For example, individuals preferring “sensation” over “intuition”, “thinking” over “feeling”, and “judging over “perceiving”, (Myers-Briggs Preferences, S over N, T over F, and J over P, respectively) are about 50% more likely to graduate as those who prefer the opposite. A seven-year longitudinal study produced “entering” and “graduating” Myers-Briggs data for 118 students. A detailed analysis of this data determined that there was about a ten per cent net increase in individual E-, S-, T- and J-preferences which was the result of about a 15% actual change toward E-, S-, T-, and J-preferences and a 5% actual change toward I-, N-, F-, and P-preferences. Finally, the shift of the distribution of Myers-Briggs Type Indicators from the entering to the graduating students is seen to be moving toward the distribution exhibited by the faculty.
{"title":"Graduation success as a function of myers-briggs temperament indicators in mechanical engineering","authors":"R. Bannerot","doi":"10.1109/FIE.2009.5350638","DOIUrl":"https://doi.org/10.1109/FIE.2009.5350638","url":null,"abstract":"The distributions of Myers-Briggs Type Indicators, Preferences, and Temperaments for entering and graduating BSME students and the mechanical engineering faculty at the University of Houston are presented and compared. Based on long-term averages, the S-, T-, J-, SJ-, ESTJ- and ISTJ- preferring individuals appear to have some positive correlation with success in our mechanical engineering program. For example, individuals preferring “sensation” over “intuition”, “thinking” over “feeling”, and “judging over “perceiving”, (Myers-Briggs Preferences, S over N, T over F, and J over P, respectively) are about 50% more likely to graduate as those who prefer the opposite. A seven-year longitudinal study produced “entering” and “graduating” Myers-Briggs data for 118 students. A detailed analysis of this data determined that there was about a ten per cent net increase in individual E-, S-, T- and J-preferences which was the result of about a 15% actual change toward E-, S-, T-, and J-preferences and a 5% actual change toward I-, N-, F-, and P-preferences. Finally, the shift of the distribution of Myers-Briggs Type Indicators from the entering to the graduating students is seen to be moving toward the distribution exhibited by the faculty.","PeriodicalId":129330,"journal":{"name":"2009 39th IEEE Frontiers in Education Conference","volume":"56 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122108307","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 : 2009-10-18DOI: 10.1109/FIE.2009.5350864
C. Pomales-García, Yili Liu, A. Lopez
A controlled experimental study was conducted to better understand how guidelines in screen design could be applied to the design of Web-Based Distance Learning (WBDL) environments, where multimedia such as audio, video, figures and text are displayed simultaneously on the screen. Six design dimensions were studied including aesthetics, clarity, excitement, organization, simplicity and structure. Using content analysis methodology, a total of 215 descriptions of the design dimensions were evaluated and 37 design attributes were identified from the descriptions. The results of the study provide a comprehensive list of the attributes associated with each design dimension and the relative level of importance between the design dimensions. The results showed that Clarity is the most important dimension while excitement is apparently the least important of all. Further, the characteristics of ¿text¿ and how it is used in a Web module appear to be a design attribute that influences all the design dimensions under study. The results suggest that even though attractiveness might not be considered one of the important dimensions based on the rankings, as modules are made ¿Attractive¿ following the results of design attributes in this study, then desirable qualities of the other design dimensions are achieved.
{"title":"Student perceptions on the importance of distance learning module design dimensions","authors":"C. Pomales-García, Yili Liu, A. Lopez","doi":"10.1109/FIE.2009.5350864","DOIUrl":"https://doi.org/10.1109/FIE.2009.5350864","url":null,"abstract":"A controlled experimental study was conducted to better understand how guidelines in screen design could be applied to the design of Web-Based Distance Learning (WBDL) environments, where multimedia such as audio, video, figures and text are displayed simultaneously on the screen. Six design dimensions were studied including aesthetics, clarity, excitement, organization, simplicity and structure. Using content analysis methodology, a total of 215 descriptions of the design dimensions were evaluated and 37 design attributes were identified from the descriptions. The results of the study provide a comprehensive list of the attributes associated with each design dimension and the relative level of importance between the design dimensions. The results showed that Clarity is the most important dimension while excitement is apparently the least important of all. Further, the characteristics of ¿text¿ and how it is used in a Web module appear to be a design attribute that influences all the design dimensions under study. The results suggest that even though attractiveness might not be considered one of the important dimensions based on the rankings, as modules are made ¿Attractive¿ following the results of design attributes in this study, then desirable qualities of the other design dimensions are achieved.","PeriodicalId":129330,"journal":{"name":"2009 39th IEEE Frontiers in Education Conference","volume":"722 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116829321","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 : 2009-10-18DOI: 10.1109/FIE.2009.5350432
M. Mehrubeoglu, F. Attarzadeh, D. Gurkan
The AC Circuit Analysis course is a requirement for electrical engineering and electrical engineering technology curricula. In the traditional teaching method, concepts are introduced during lectures. The students conduct experiments to observe these concepts during laboratory. Recently, new techniques based on the CLABS model developed at University of Houston (UH) that rely on real-world problem-based laboratory experiments have been adopted at Texas A&M University-Corpus Christi (TAMU-CC). In this paper, a direct comparison between the traditional method and the new CLABS method within one class at TAMU-CC is reported. The results obtained at UH are presented for a comparative evaluation. The results from TAMU-CC show that CLABS experiments are perceived to have a higher learning impact in new practical applications. Results obtained at UH show high student satisfaction in most aspects of the CLABS pedagogy. This work also revealed challenges in within-class comparative studies.
{"title":"Comparative evaluation of laboratory teaching in an AC Circuit Analysis course","authors":"M. Mehrubeoglu, F. Attarzadeh, D. Gurkan","doi":"10.1109/FIE.2009.5350432","DOIUrl":"https://doi.org/10.1109/FIE.2009.5350432","url":null,"abstract":"The AC Circuit Analysis course is a requirement for electrical engineering and electrical engineering technology curricula. In the traditional teaching method, concepts are introduced during lectures. The students conduct experiments to observe these concepts during laboratory. Recently, new techniques based on the CLABS model developed at University of Houston (UH) that rely on real-world problem-based laboratory experiments have been adopted at Texas A&M University-Corpus Christi (TAMU-CC). In this paper, a direct comparison between the traditional method and the new CLABS method within one class at TAMU-CC is reported. The results obtained at UH are presented for a comparative evaluation. The results from TAMU-CC show that CLABS experiments are perceived to have a higher learning impact in new practical applications. Results obtained at UH show high student satisfaction in most aspects of the CLABS pedagogy. This work also revealed challenges in within-class comparative studies.","PeriodicalId":129330,"journal":{"name":"2009 39th IEEE Frontiers in Education Conference","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129293245","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 : 2009-10-18DOI: 10.1109/FIE.2009.5350646
K. Clase, N. Adamo-Villani, S. L. Gooding, Aman Yadav, Jeffrey D. Karpicke, Marcia Gentry
The objective of the work reported in this paper is to test 4 main hypotheses: (1) Interactive Virtual Environments (IVE) support and enhance students' creativity in synthetic biology; (2) The level of immersion of an IVE affects students' creativity in synthetic biology and a higher degree of immersion promotes higher creativity in synthetic biology; (3) Students creativity in synthetic biology can be measured; and (4) Immersive IVE are measurably more effective than current teaching methods for increasing creativity in synthetic biology. In the paper we describe the development of two virtual environments (which show two different degrees of immersion-2.5D and 3D) and we outline the evaluation and assessment plans that will be used to test the hypotheses. Although still under development, the project described in the paper provides a methodology using emerging technologies in computer graphics to teach creativity and domain-specific knowledge by integrating scientific inquiry with engineering design within IVE.
{"title":"Enhancing creativity in synthetic biology with Interactive Virtual Environments","authors":"K. Clase, N. Adamo-Villani, S. L. Gooding, Aman Yadav, Jeffrey D. Karpicke, Marcia Gentry","doi":"10.1109/FIE.2009.5350646","DOIUrl":"https://doi.org/10.1109/FIE.2009.5350646","url":null,"abstract":"The objective of the work reported in this paper is to test 4 main hypotheses: (1) Interactive Virtual Environments (IVE) support and enhance students' creativity in synthetic biology; (2) The level of immersion of an IVE affects students' creativity in synthetic biology and a higher degree of immersion promotes higher creativity in synthetic biology; (3) Students creativity in synthetic biology can be measured; and (4) Immersive IVE are measurably more effective than current teaching methods for increasing creativity in synthetic biology. In the paper we describe the development of two virtual environments (which show two different degrees of immersion-2.5D and 3D) and we outline the evaluation and assessment plans that will be used to test the hypotheses. Although still under development, the project described in the paper provides a methodology using emerging technologies in computer graphics to teach creativity and domain-specific knowledge by integrating scientific inquiry with engineering design within IVE.","PeriodicalId":129330,"journal":{"name":"2009 39th IEEE Frontiers in Education Conference","volume":"60 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124640418","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 : 2009-10-18DOI: 10.1109/FIE.2009.5350628
A. Mendonça, C. de Oliveira, D. Guerrero, E. Costa
In this paper we report a case study carried out in the first academic semester of 2008 with novice programming students of the computer science course at the Federal University of Campina Grande. This case study aimed at observing and evaluating strategies adopted by students on ill-defined problem solving. The results of this case study showed that students found it hard to perform problem statement exploratory reading and interpretation, formulate questions to enlighten the problem, analyze the problem constrains and error occurrence, write tests to check non-obvious situations and also to register effectively the new problem information acquired by discussing with client. The present paper also reports on some pedagogic possibilities to improve the introductory programming teaching.
{"title":"Difficulties in solving ill-defined problems: A case study with introductory computer programming students","authors":"A. Mendonça, C. de Oliveira, D. Guerrero, E. Costa","doi":"10.1109/FIE.2009.5350628","DOIUrl":"https://doi.org/10.1109/FIE.2009.5350628","url":null,"abstract":"In this paper we report a case study carried out in the first academic semester of 2008 with novice programming students of the computer science course at the Federal University of Campina Grande. This case study aimed at observing and evaluating strategies adopted by students on ill-defined problem solving. The results of this case study showed that students found it hard to perform problem statement exploratory reading and interpretation, formulate questions to enlighten the problem, analyze the problem constrains and error occurrence, write tests to check non-obvious situations and also to register effectively the new problem information acquired by discussing with client. The present paper also reports on some pedagogic possibilities to improve the introductory programming teaching.","PeriodicalId":129330,"journal":{"name":"2009 39th IEEE Frontiers in Education Conference","volume":"01 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124668234","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 : 2009-10-18DOI: 10.1109/FIE.2009.5350553
M. Tedre, B. Chachage, Joy Faida
Tanzania is undergoing an unprecedented boom of IT industries. But awareness of environmental issues connected with ICT is almost nonexistent in Tanzania. ICT development without an eye on environmental protection is not sustainable. As of 2009 Tumaini University's B.Sc. program in IT has included a Green Computing course as an obligatory part of IT studies. That course aims at raising students' awareness of environmental issues caused by IT, at giving them knowledge about laws and regulations concerning the issue, and at equipping them with tools and knowledge for making informed choices concerning IT installations. In this paper we analyze Tanzania's educational needs concerning Green Computing and present Tumaini's Green Computing course.
{"title":"Integrating environmental issues in IT education in Tanzania","authors":"M. Tedre, B. Chachage, Joy Faida","doi":"10.1109/FIE.2009.5350553","DOIUrl":"https://doi.org/10.1109/FIE.2009.5350553","url":null,"abstract":"Tanzania is undergoing an unprecedented boom of IT industries. But awareness of environmental issues connected with ICT is almost nonexistent in Tanzania. ICT development without an eye on environmental protection is not sustainable. As of 2009 Tumaini University's B.Sc. program in IT has included a Green Computing course as an obligatory part of IT studies. That course aims at raising students' awareness of environmental issues caused by IT, at giving them knowledge about laws and regulations concerning the issue, and at equipping them with tools and knowledge for making informed choices concerning IT installations. In this paper we analyze Tanzania's educational needs concerning Green Computing and present Tumaini's Green Computing course.","PeriodicalId":129330,"journal":{"name":"2009 39th IEEE Frontiers in Education Conference","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129176385","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 : 2009-10-18DOI: 10.1109/FIE.2009.5350718
A. Albu, K. Malakuti
Learning core concepts in signal processing courses is difficult for undergraduate students in electrical engineering. In our opinion, this difficulty comes from the gap between understanding the mathematical formalism of such concepts and being able to make sense of them in a practical way.
{"title":"Work in progress - problem-based learning in digital signal processing","authors":"A. Albu, K. Malakuti","doi":"10.1109/FIE.2009.5350718","DOIUrl":"https://doi.org/10.1109/FIE.2009.5350718","url":null,"abstract":"Learning core concepts in signal processing courses is difficult for undergraduate students in electrical engineering. In our opinion, this difficulty comes from the gap between understanding the mathematical formalism of such concepts and being able to make sense of them in a practical way.","PeriodicalId":129330,"journal":{"name":"2009 39th IEEE Frontiers in Education Conference","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123950347","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 : 2009-10-18DOI: 10.1109/FIE.2009.5350666
Nicole Anderson, Kirby McMaster
This research examines the framework used by Computer Science students at the conclusion of their first semester of study of database concepts. To discover which concepts are considered as essential components in students' mental frameworks for database systems, a questionnaire listing 31 database concepts was given to Computer Science students upon completion of their first database course. This survey was given to two student groups: one during the last week of their first database course, and the other during the first meeting of a second database course. To identify which topics were crucial, students were asked to rate each concept on a ten-point scale. From their responses, we calculated the average perceived importance for each concept. This paper analyses the results of this survey for the two student groups. We then compare the student ratings with word frequencies exhibited by authors of database textbooks. In this way, we are able to show how the database framework of students relates to frameworks presented in textbooks.
{"title":"Database frameworks: Textbooks vs. student perceptions","authors":"Nicole Anderson, Kirby McMaster","doi":"10.1109/FIE.2009.5350666","DOIUrl":"https://doi.org/10.1109/FIE.2009.5350666","url":null,"abstract":"This research examines the framework used by Computer Science students at the conclusion of their first semester of study of database concepts. To discover which concepts are considered as essential components in students' mental frameworks for database systems, a questionnaire listing 31 database concepts was given to Computer Science students upon completion of their first database course. This survey was given to two student groups: one during the last week of their first database course, and the other during the first meeting of a second database course. To identify which topics were crucial, students were asked to rate each concept on a ten-point scale. From their responses, we calculated the average perceived importance for each concept. This paper analyses the results of this survey for the two student groups. We then compare the student ratings with word frequencies exhibited by authors of database textbooks. In this way, we are able to show how the database framework of students relates to frameworks presented in textbooks.","PeriodicalId":129330,"journal":{"name":"2009 39th IEEE Frontiers in Education Conference","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126567235","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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