Pub Date : 2009-10-18DOI: 10.1109/FIE.2009.5350878
César Cárdenas
In this paper we propose a social design focus in multidisciplinary engineering design courses as a paradigm that can develop the human and social capital needed in modern undergraduate engineering education facing the current global challenges. In particular we propose the Social Intelligence Design (SID) approach. Social Design Based Learning (SDBL) is a promising approach that we believe helps to integrate many pedagogical techniques such as Project Oriented Learning, Service Learning, Research-based Learning, Entrepreneurship-based Learning and Collaborative-Learning. We explain how this approach has been implemented in two academic experiences where the collaborative engineering design is practiced between electronic engineering and industrial design students. We compare last year's experience to this year's. This approach also seems very promising for product innovation, entrepreneurship and social awareness.
{"title":"Social design in multidisciplinary engineering design courses","authors":"César Cárdenas","doi":"10.1109/FIE.2009.5350878","DOIUrl":"https://doi.org/10.1109/FIE.2009.5350878","url":null,"abstract":"In this paper we propose a social design focus in multidisciplinary engineering design courses as a paradigm that can develop the human and social capital needed in modern undergraduate engineering education facing the current global challenges. In particular we propose the Social Intelligence Design (SID) approach. Social Design Based Learning (SDBL) is a promising approach that we believe helps to integrate many pedagogical techniques such as Project Oriented Learning, Service Learning, Research-based Learning, Entrepreneurship-based Learning and Collaborative-Learning. We explain how this approach has been implemented in two academic experiences where the collaborative engineering design is practiced between electronic engineering and industrial design students. We compare last year's experience to this year's. This approach also seems very promising for product innovation, entrepreneurship and social awareness.","PeriodicalId":129330,"journal":{"name":"2009 39th IEEE Frontiers in Education Conference","volume":"272 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":"133813365","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.2009.5350657
Joachim Walther, N. Kellam, D. Radcliffe, Chantinee Boonchai
This paper presents the evaluation of an alternative procedure to facilitate engineering students' reflective learning in the context of situated learning experiences. The procedure takes the format of a focus group with specific triggers to elicit students' accounts of critical learning experiences. This reflection starts from students' concrete, intuitive feelings of consternation when their prior understandings of engineering were challenged by a situation encountered in practice - we call these competence anomalies. The effectiveness of the suggested procedure was evaluated in a survey of 58 engineering students who had participated in trial focus groups. The analysis of the 5 point Likert scale ratings indicated that the majority of students (78.9%) saw significant benefits from their participation. Subsequent questions revealed that the focus groups supported the recall of learning incidents but did not give students enough guidance in interpreting their experiences. For the further development of the tool we thus propose a four step SAID structure (Situation, Affect, Interpretation, Decision). The paper concludes with an outlook on the implementation of this expanded concept as a concurrent reflective tool in an innovative engineering synthesis and design studio series. In this context, the reflection is intended to promote overall integrative learning that encompasses the curriculum, situated learning as well as the students' prior and current life experiences.
{"title":"Integrating students' learning experiences through deliberate reflective practice","authors":"Joachim Walther, N. Kellam, D. Radcliffe, Chantinee Boonchai","doi":"10.1109/FIE.2009.5350657","DOIUrl":"https://doi.org/10.1109/FIE.2009.5350657","url":null,"abstract":"This paper presents the evaluation of an alternative procedure to facilitate engineering students' reflective learning in the context of situated learning experiences. The procedure takes the format of a focus group with specific triggers to elicit students' accounts of critical learning experiences. This reflection starts from students' concrete, intuitive feelings of consternation when their prior understandings of engineering were challenged by a situation encountered in practice - we call these competence anomalies. The effectiveness of the suggested procedure was evaluated in a survey of 58 engineering students who had participated in trial focus groups. The analysis of the 5 point Likert scale ratings indicated that the majority of students (78.9%) saw significant benefits from their participation. Subsequent questions revealed that the focus groups supported the recall of learning incidents but did not give students enough guidance in interpreting their experiences. For the further development of the tool we thus propose a four step SAID structure (Situation, Affect, Interpretation, Decision). The paper concludes with an outlook on the implementation of this expanded concept as a concurrent reflective tool in an innovative engineering synthesis and design studio series. In this context, the reflection is intended to promote overall integrative learning that encompasses the curriculum, situated learning as well as the students' prior and current life experiences.","PeriodicalId":129330,"journal":{"name":"2009 39th IEEE Frontiers in Education Conference","volume":"52 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":"115716726","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.2009.5350746
Günter Bischof, E. Bratschitsch, Annette Casey, Thomas Lechner, M. Lengauer, Adrian J. Millward-Sadler, D. Rubeša, Christian J. Steinmann
Starting from their freshman year, automotive engineering students at FH Joanneum are involved in project work within the framework of project-based learning. Software projects complementary to the regular courses in the second and third semester increase the efficiency of knowledge transfer and fortify the students' motivation to learn and to co-operate actively. The second, requirement-intensified phase within this problem oriented curricular framework takes place in the junior year and involves student selected research and development projects. A popular and therefore most frequently chosen project is the development of a formula-style race car within the rules and standards of the Society of Automotive Engineers' international Formula Student competition. In this paper the impact of the Formula Student project on the Freshmen's and Sophomore's choice of student projects is described and discussed by specific examples. The fact that the young students take the initiative and define their own research topics poses new challenges to the project supervisors. The students' motivation, creativity and problem-solving skills ought to be supported while at the same time the projects' feasibility must be assured. Students and advisors need to agree on applicable solution strategies in the different phases of the projects.
{"title":"The Impact of the Formula Student competition on undergraduate research projects","authors":"Günter Bischof, E. Bratschitsch, Annette Casey, Thomas Lechner, M. Lengauer, Adrian J. Millward-Sadler, D. Rubeša, Christian J. Steinmann","doi":"10.1109/FIE.2009.5350746","DOIUrl":"https://doi.org/10.1109/FIE.2009.5350746","url":null,"abstract":"Starting from their freshman year, automotive engineering students at FH Joanneum are involved in project work within the framework of project-based learning. Software projects complementary to the regular courses in the second and third semester increase the efficiency of knowledge transfer and fortify the students' motivation to learn and to co-operate actively. The second, requirement-intensified phase within this problem oriented curricular framework takes place in the junior year and involves student selected research and development projects. A popular and therefore most frequently chosen project is the development of a formula-style race car within the rules and standards of the Society of Automotive Engineers' international Formula Student competition. In this paper the impact of the Formula Student project on the Freshmen's and Sophomore's choice of student projects is described and discussed by specific examples. The fact that the young students take the initiative and define their own research topics poses new challenges to the project supervisors. The students' motivation, creativity and problem-solving skills ought to be supported while at the same time the projects' feasibility must be assured. Students and advisors need to agree on applicable solution strategies in the different phases of the projects.","PeriodicalId":129330,"journal":{"name":"2009 39th IEEE Frontiers in Education Conference","volume":"23 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":"117013945","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.2009.5350549
Dana Franz, B. Elmore
Through an ongoing collaboration among Mississippi State's Swalm School of Chemical Engineering, the College of Education and Fifth Street Middle School in Westpoint, Mississippi, pre-service mathematics teachers and “at-risk” middle school students come together to focus on learning STEM concepts in an innovative way using LEGO robotics. A key feature of this project is the highly visual approach to teaching and studying STEM concepts. The current phase of the project is directed toward “at risk” middle school students—students whose performance on assessments indicates a strong likelihood of their failure or discontinuance from school. Pre-service teachers participate in completing lesson planning and execution coupled with service-learning by delivering the lessons to middle school students. The collaboration between the university and K-12 faculty members AND across disciplinary boundaries (i.e. engineering and education) provides a unique opportunity to bring innovative approaches to the K-12 classroom.
{"title":"Work in progress - collaborative outreach to “atrisk” middle school students using LEGO robotics","authors":"Dana Franz, B. Elmore","doi":"10.1109/FIE.2009.5350549","DOIUrl":"https://doi.org/10.1109/FIE.2009.5350549","url":null,"abstract":"Through an ongoing collaboration among Mississippi State's Swalm School of Chemical Engineering, the College of Education and Fifth Street Middle School in Westpoint, Mississippi, pre-service mathematics teachers and “at-risk” middle school students come together to focus on learning STEM concepts in an innovative way using LEGO robotics. A key feature of this project is the highly visual approach to teaching and studying STEM concepts. The current phase of the project is directed toward “at risk” middle school students—students whose performance on assessments indicates a strong likelihood of their failure or discontinuance from school. Pre-service teachers participate in completing lesson planning and execution coupled with service-learning by delivering the lessons to middle school students. The collaboration between the university and K-12 faculty members AND across disciplinary boundaries (i.e. engineering and education) provides a unique opportunity to bring innovative approaches to the K-12 classroom.","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":"116006438","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.2009.5350488
S. Santos, N.M.F. Oliveira
The low cost electronic component and sensors makes the development of UAVs (Unmanned Aerial Vehicles) more accessible. Consequently, more students are interested in the skills necessary to integrate an UAV developing group. A very important component in a UAV is the automatic pilot. Aiming Education and Research in Digital Automatic Pilot development a flexible system to test flight controllers is proposed. The system uses the structure known as ¿hardware in the loop¿ in which the aircraft model is simulated in a PC (Personal Computer) and the designed controller is implemented in a microcontroller. The proposed system is appropriate to be used in laboratory classes in which the students can test the controllers previously designed using control theory and can also practice the use of interfacing devices, necessary to convert the analog signals provided by the sensors to the digital form used by the processors, and communication devices, necessary to the information exchange between the PC and the microcontroller. The laboratory practice is such that the student can compare the results obtained using the conventional simulation approach, in which a control loop consisted of the designed controller and the aircraft model transfer function is simulated in a computer, and the results obtained using the proposed platform. Implementing the designed controller in a microcontroller that can be embedded in an UAV exposes the student to a more real situation, considering also the possible delays between a command given by the controller and the change of a parameter in the aircraft. The results presented here were obtained implementing a PID (Proportional, Integral and Derivative) controller in a microcontroller and doing all the connections necessary to a PC implementing a longitudinal motion model of an aircraft.
{"title":"Test platform to pitch angle using hardware in loop","authors":"S. Santos, N.M.F. Oliveira","doi":"10.1109/FIE.2009.5350488","DOIUrl":"https://doi.org/10.1109/FIE.2009.5350488","url":null,"abstract":"The low cost electronic component and sensors makes the development of UAVs (Unmanned Aerial Vehicles) more accessible. Consequently, more students are interested in the skills necessary to integrate an UAV developing group. A very important component in a UAV is the automatic pilot. Aiming Education and Research in Digital Automatic Pilot development a flexible system to test flight controllers is proposed. The system uses the structure known as ¿hardware in the loop¿ in which the aircraft model is simulated in a PC (Personal Computer) and the designed controller is implemented in a microcontroller. The proposed system is appropriate to be used in laboratory classes in which the students can test the controllers previously designed using control theory and can also practice the use of interfacing devices, necessary to convert the analog signals provided by the sensors to the digital form used by the processors, and communication devices, necessary to the information exchange between the PC and the microcontroller. The laboratory practice is such that the student can compare the results obtained using the conventional simulation approach, in which a control loop consisted of the designed controller and the aircraft model transfer function is simulated in a computer, and the results obtained using the proposed platform. Implementing the designed controller in a microcontroller that can be embedded in an UAV exposes the student to a more real situation, considering also the possible delays between a command given by the controller and the change of a parameter in the aircraft. The results presented here were obtained implementing a PID (Proportional, Integral and Derivative) controller in a microcontroller and doing all the connections necessary to a PC implementing a longitudinal motion model of an aircraft.","PeriodicalId":129330,"journal":{"name":"2009 39th IEEE Frontiers in Education Conference","volume":"23 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":"123529460","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.2009.5350769
M. Stickel
Using the tablet PC as a lecturing device offers the instructor a new set of tools upon which their teaching can be based. Since the general student body consists of many different types of learning styles, these new tools can provide a means to reach a wider range of students than the traditional blackboard-based lectures. However, as a first step towards assessing the effectiveness of the tablet PC as a teaching tool, it is important to determine if it is well received by students of all learning styles. It is the purpose of this paper to report on the impact of the tablet PC on the students in four different courses, which were given over a period of three semesters. This impact was measured through a survey which was completed by the students at the end of each term. Overall, the students in all courses (a total sample size of 280) were quite positive about the use of the tablet, with 56% of the students stating that “The technology of the tablet…greatly improves my learning experience.” It was found that there were no statistically significant differences in how the students of different learning styles responded to the use of the tablet PC. In fact, all learning style groups reacted quite positively to its introduction into the classroom. However, some results indicate that a large group of students have a preference towards a more active classroom. This shows that if the tablet PC is to be an effective means of teaching, its advantages must be leveraged to facilitate an active-learning environment.
{"title":"Impact of lecturing with the tablet PC on students of different learning styles","authors":"M. Stickel","doi":"10.1109/FIE.2009.5350769","DOIUrl":"https://doi.org/10.1109/FIE.2009.5350769","url":null,"abstract":"Using the tablet PC as a lecturing device offers the instructor a new set of tools upon which their teaching can be based. Since the general student body consists of many different types of learning styles, these new tools can provide a means to reach a wider range of students than the traditional blackboard-based lectures. However, as a first step towards assessing the effectiveness of the tablet PC as a teaching tool, it is important to determine if it is well received by students of all learning styles. It is the purpose of this paper to report on the impact of the tablet PC on the students in four different courses, which were given over a period of three semesters. This impact was measured through a survey which was completed by the students at the end of each term. Overall, the students in all courses (a total sample size of 280) were quite positive about the use of the tablet, with 56% of the students stating that “The technology of the tablet…greatly improves my learning experience.” It was found that there were no statistically significant differences in how the students of different learning styles responded to the use of the tablet PC. In fact, all learning style groups reacted quite positively to its introduction into the classroom. However, some results indicate that a large group of students have a preference towards a more active classroom. This shows that if the tablet PC is to be an effective means of teaching, its advantages must be leveraged to facilitate an active-learning environment.","PeriodicalId":129330,"journal":{"name":"2009 39th IEEE Frontiers in Education Conference","volume":"28 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":"124480211","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.2009.5350826
T. Strayhorn
Analyzing survey data from a national sample of 672 Black men, this study investigated the factors they consider when choosing a graduate school. Academic reputation, aid awarded, and proximity to home were considered most frequently and STEM major was correlated with 5 of the factors (p≪0.05). Results offer ideas about broadening participation among Black men.
{"title":"Work in progress - factors African American males consider when choosing a graduate school: Implications for science and engineering fields","authors":"T. Strayhorn","doi":"10.1109/FIE.2009.5350826","DOIUrl":"https://doi.org/10.1109/FIE.2009.5350826","url":null,"abstract":"Analyzing survey data from a national sample of 672 Black men, this study investigated the factors they consider when choosing a graduate school. Academic reputation, aid awarded, and proximity to home were considered most frequently and STEM major was correlated with 5 of the factors (p≪0.05). Results offer ideas about broadening participation among Black men.","PeriodicalId":129330,"journal":{"name":"2009 39th IEEE Frontiers in Education Conference","volume":"50 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":"124671125","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.2009.5350459
J. Heywood, W. Grimson, Russell Korte
The intention of this paper is to accompany the two special sessions on teaching philosophy in engineering courses as a vehicle for reflection on the subject matter of these sessions.
本文的目的是伴随两个特别会议的教学哲学在工程课程作为载体，反思这些会议的主题。
{"title":"Teaching philosophy to engineering students","authors":"J. Heywood, W. Grimson, Russell Korte","doi":"10.1109/FIE.2009.5350459","DOIUrl":"https://doi.org/10.1109/FIE.2009.5350459","url":null,"abstract":"The intention of this paper is to accompany the two special sessions on teaching philosophy in engineering courses as a vehicle for reflection on the subject matter of these sessions.","PeriodicalId":129330,"journal":{"name":"2009 39th IEEE Frontiers in Education Conference","volume":"78 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":"129399348","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.2009.5350590
S. Ozkan, R. Koseler
Research addressing the conceptualization and measurement of learning management systems (LMS) within educational organizations as both a web-based learning system for e-learning and as a supportive tool for blended learning environments is receiving attention, and this research study proposes a conceptual e-learning assessment model, HELAM (Hexagonal e-Learning Assessment Model), suggesting a multi-dimensional approach for LMS evaluation via six dimensions: (1) system quality, (2) service quality, (3) content quality, (4) learner perspective, (5) instructor attitudes, and (6) supportive issues. A questionnaire based on HELAM has been applied to 160 undergraduate Level 1 students who were enrolled with the computer literacy course entitled “IS100 - Introduction to Information System Technologies and Applications” at Middle East Technical University, Turkey. IS100 course is a basic level computer literacy core course designed for all first-year students throughout the university. In this course “Blended learning” learning style was used, which defined as combination of face-to-face and online learning. In IS100 course NetClass learning management system was used as a supportive tool. The proposed assessment model has been tested for content validity, reliability, and criterion-based predictive validity. Furthermore, explanatory factor analysis was conducted to primarily establish the factor structure of the model. The statistical analyses demonstrate that the learners' perceived satisfaction from the NetClass learning management system overall is high. Findings of this research will be valuable for both academics and practitioners of e-learning systems.
{"title":"Multi-dimensional evaluation of E-learning systems in the higher education context: An empirical investigation of a computer literacy course","authors":"S. Ozkan, R. Koseler","doi":"10.1109/FIE.2009.5350590","DOIUrl":"https://doi.org/10.1109/FIE.2009.5350590","url":null,"abstract":"Research addressing the conceptualization and measurement of learning management systems (LMS) within educational organizations as both a web-based learning system for e-learning and as a supportive tool for blended learning environments is receiving attention, and this research study proposes a conceptual e-learning assessment model, HELAM (Hexagonal e-Learning Assessment Model), suggesting a multi-dimensional approach for LMS evaluation via six dimensions: (1) system quality, (2) service quality, (3) content quality, (4) learner perspective, (5) instructor attitudes, and (6) supportive issues. A questionnaire based on HELAM has been applied to 160 undergraduate Level 1 students who were enrolled with the computer literacy course entitled “IS100 - Introduction to Information System Technologies and Applications” at Middle East Technical University, Turkey. IS100 course is a basic level computer literacy core course designed for all first-year students throughout the university. In this course “Blended learning” learning style was used, which defined as combination of face-to-face and online learning. In IS100 course NetClass learning management system was used as a supportive tool. The proposed assessment model has been tested for content validity, reliability, and criterion-based predictive validity. Furthermore, explanatory factor analysis was conducted to primarily establish the factor structure of the model. The statistical analyses demonstrate that the learners' perceived satisfaction from the NetClass learning management system overall is high. Findings of this research will be valuable for both academics and practitioners of e-learning systems.","PeriodicalId":129330,"journal":{"name":"2009 39th IEEE Frontiers in Education Conference","volume":"2013 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":"129850390","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.2009.5350587
S. Donohue, L. Richards
The successful use of active learning practices in a medium-to-large sized (25 – 50 students) graduate engineering statistics course has its challenges as well as opportunities. Students expect that lecture would be the dominant pedagogy, so introducing team-based activities violates their assumptions about the structure of the course. Experience in teaching graduate-level courses in statistics, validated by survey responses and observation, leads us to conclude that the majority of students, regardless of their undergraduate group learning experiences, tend to prefer to work alone or in small groups with acquaintances; the main exception is a preference for working in groups on large-scale projects. Student attitudes seem to be primarily context-dependent, and we find the main factors affecting how a particular activity is received are the scope and grade-importance of the assignment; team size relative to the amount of effort required; and team composition.
{"title":"Factors affecting student attitudes toward active learning activities in a graduate engineering statistics course","authors":"S. Donohue, L. Richards","doi":"10.1109/FIE.2009.5350587","DOIUrl":"https://doi.org/10.1109/FIE.2009.5350587","url":null,"abstract":"The successful use of active learning practices in a medium-to-large sized (25 – 50 students) graduate engineering statistics course has its challenges as well as opportunities. Students expect that lecture would be the dominant pedagogy, so introducing team-based activities violates their assumptions about the structure of the course. Experience in teaching graduate-level courses in statistics, validated by survey responses and observation, leads us to conclude that the majority of students, regardless of their undergraduate group learning experiences, tend to prefer to work alone or in small groups with acquaintances; the main exception is a preference for working in groups on large-scale projects. Student attitudes seem to be primarily context-dependent, and we find the main factors affecting how a particular activity is received are the scope and grade-importance of the assignment; team size relative to the amount of effort required; and team composition.","PeriodicalId":129330,"journal":{"name":"2009 39th IEEE Frontiers in Education Conference","volume":"12 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":"128345091","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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