Pub Date : 2009-10-18DOI: 10.1109/FIE.2009.5350519
A. Azemi, R. Toto, T. Litzinger
This paper describes our goal of creating a set of narrated dynamically worked-out problems for the Electric Circuits students using a Tablet PC. The examples are intended to improve problem-solving skills by enhancing understanding of the key concepts and the way that they should be utilized in solving circuits' problems. Improvement in understanding will be measured through carefully aligned course assignments and examination questions. We expect that students will demonstrate higher levels of competency in the course outcomes, such as being able to analyze basic circuits using appropriate laws and concepts, and an improved ability to select the appropriate solution technique.
{"title":"Work in progress - Enhancement of student Learning via dynamically worked-out problems","authors":"A. Azemi, R. Toto, T. Litzinger","doi":"10.1109/FIE.2009.5350519","DOIUrl":"https://doi.org/10.1109/FIE.2009.5350519","url":null,"abstract":"This paper describes our goal of creating a set of narrated dynamically worked-out problems for the Electric Circuits students using a Tablet PC. The examples are intended to improve problem-solving skills by enhancing understanding of the key concepts and the way that they should be utilized in solving circuits' problems. Improvement in understanding will be measured through carefully aligned course assignments and examination questions. We expect that students will demonstrate higher levels of competency in the course outcomes, such as being able to analyze basic circuits using appropriate laws and concepts, and an improved ability to select the appropriate solution technique.","PeriodicalId":129330,"journal":{"name":"2009 39th IEEE Frontiers in Education Conference","volume":"3 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":"131141973","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.2009.5350797
G. Saunders-Smits, M. van den Bogaard, Y. Chiang
Teaching Assistants (TAs) can play a major part in project education, being an extra pair of eyes and hands for the lecturer. TAs are usually senior students and by becoming a TA these students stop being part of the group of students. They become part of the staff and take on part of the responsibility for the learning and grading of fellow students. To make sure the TAs are prepared for these tasks, the Faculty of Aerospace Engineering in Delft, the Netherlands trains the TAs to help them develop the necessary skills, and build up a relationship of trust between the TAs and the lecturer. TAs can be used in a variety of roles, requiring different competencies for each, hence requiring different contents for each training session. Over the years a lot of insight on how to go about these workshops has been gained. Both TAs and lecturers recognize the added value of the workshops because it greatly improves the quality of the teaching by the TAs. In this paper the objectives for these workshops will be discussed as well as the formats and the rationale behind these workshops to allow others to implement similar workshops.
{"title":"Designing training sessions for TAs: experiences in Aerospace Engineering at Delft University of Technology","authors":"G. Saunders-Smits, M. van den Bogaard, Y. Chiang","doi":"10.1109/FIE.2009.5350797","DOIUrl":"https://doi.org/10.1109/FIE.2009.5350797","url":null,"abstract":"Teaching Assistants (TAs) can play a major part in project education, being an extra pair of eyes and hands for the lecturer. TAs are usually senior students and by becoming a TA these students stop being part of the group of students. They become part of the staff and take on part of the responsibility for the learning and grading of fellow students. To make sure the TAs are prepared for these tasks, the Faculty of Aerospace Engineering in Delft, the Netherlands trains the TAs to help them develop the necessary skills, and build up a relationship of trust between the TAs and the lecturer. TAs can be used in a variety of roles, requiring different competencies for each, hence requiring different contents for each training session. Over the years a lot of insight on how to go about these workshops has been gained. Both TAs and lecturers recognize the added value of the workshops because it greatly improves the quality of the teaching by the TAs. In this paper the objectives for these workshops will be discussed as well as the formats and the rationale behind these workshops to allow others to implement similar workshops.","PeriodicalId":129330,"journal":{"name":"2009 39th IEEE Frontiers in Education Conference","volume":"86 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":"131621342","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.2009.5350483
Alfonso Duran, E. Giraldo, Alicia Duran, M. L. Somacarrera, S. Martín, M. Castro
A major component of the “Bologna process” is shifting the focus from instructor-centered “teaching” to student-centered “active learning”. This change, however, poses an additional burden on the instructor's resources. Besides, the simultaneous redesign of all degrees has allowed universities to exploit synergies. In the Carlos III University, this has led to the creation of horizontal, core subjects that span multiple engineering degrees. The subject analyzed in this paper, Foundations of Engineering Management, spans 7 different engineering degrees. Since this is a core (not elective) subject, this might result in nearly 20 groups being taught each year, from Sep 2009 onwards. Adopting the “Bologna process” student-centric methodologies in such a high-enrollment subject faces significant hurdles in areas such as resources or homogenization. This requires achieving the educational equivalent of the current manufacturing trend towards “mass-customization”, in order to allow individually tailored learning paths with a level of resources similar to that required by standardized education. This paper analyzes the project of designing and preparing for this shift, including the preparatory pilots and the adoption of ITC support tools to facilitate the process.
{"title":"Work in progress - issues adopting the “Bologna Process” student-centric methodologies in high enrollment core subjects","authors":"Alfonso Duran, E. Giraldo, Alicia Duran, M. L. Somacarrera, S. Martín, M. Castro","doi":"10.1109/FIE.2009.5350483","DOIUrl":"https://doi.org/10.1109/FIE.2009.5350483","url":null,"abstract":"A major component of the “Bologna process” is shifting the focus from instructor-centered “teaching” to student-centered “active learning”. This change, however, poses an additional burden on the instructor's resources. Besides, the simultaneous redesign of all degrees has allowed universities to exploit synergies. In the Carlos III University, this has led to the creation of horizontal, core subjects that span multiple engineering degrees. The subject analyzed in this paper, Foundations of Engineering Management, spans 7 different engineering degrees. Since this is a core (not elective) subject, this might result in nearly 20 groups being taught each year, from Sep 2009 onwards. Adopting the “Bologna process” student-centric methodologies in such a high-enrollment subject faces significant hurdles in areas such as resources or homogenization. This requires achieving the educational equivalent of the current manufacturing trend towards “mass-customization”, in order to allow individually tailored learning paths with a level of resources similar to that required by standardized education. This paper analyzes the project of designing and preparing for this shift, including the preparatory pilots and the adoption of ITC support tools to facilitate the process.","PeriodicalId":129330,"journal":{"name":"2009 39th IEEE Frontiers in Education Conference","volume":"11 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":"130196788","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.2009.5350792
Rachid Manseur, A. Ieta, Zohra Z. Manseur
The need for reform in undergraduate engineering curricula has been recognized in recent years. One important and vital aspect of such a reform concerns preparatory mathematics in engineering education and the revision of mathematics content in a modern engineering curriculum, the topic of this panel session. It has become increasingly obvious that the standard series of three calculus courses followed by one course on differential equations is now obsolete and insufficient to provide needed mathematical skills for a modern engineering education. ABET now requires discrete mathematics and applied statistics among other topics. Newly developed engineering programs have adopted different mathematics courses in their degree programs. A new electrical and computer engineering program is under development at the State University of New York at Oswego where a modern engineering curriculum must also face the challenge of smooth integration within the existing traditional curricular organization of a public university. The panelists will discuss the evidence in support of reform and engage discussions on directions, course content, and other issues for a successful revision of engineering education.
{"title":"Panel - reforming mathematics requirements for a modern engineering education","authors":"Rachid Manseur, A. Ieta, Zohra Z. Manseur","doi":"10.1109/FIE.2009.5350792","DOIUrl":"https://doi.org/10.1109/FIE.2009.5350792","url":null,"abstract":"The need for reform in undergraduate engineering curricula has been recognized in recent years. One important and vital aspect of such a reform concerns preparatory mathematics in engineering education and the revision of mathematics content in a modern engineering curriculum, the topic of this panel session. It has become increasingly obvious that the standard series of three calculus courses followed by one course on differential equations is now obsolete and insufficient to provide needed mathematical skills for a modern engineering education. ABET now requires discrete mathematics and applied statistics among other topics. Newly developed engineering programs have adopted different mathematics courses in their degree programs. A new electrical and computer engineering program is under development at the State University of New York at Oswego where a modern engineering curriculum must also face the challenge of smooth integration within the existing traditional curricular organization of a public university. The panelists will discuss the evidence in support of reform and engage discussions on directions, course content, and other issues for a successful revision of engineering education.","PeriodicalId":129330,"journal":{"name":"2009 39th IEEE Frontiers in Education Conference","volume":"11 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":"127566386","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.2009.5350636
J. Krupczak, K. Disney, S. Vanderstoep
A group from engineering programs at both four and two year colleges has been assembled to explore creating laboratory modules with an emphasis on activities and perspectives shown to be successful in technological literacy courses for non-engineering students. To meet the needs of community college engineering programs, the logistical and commercial feasibility of shipping a complete laboratory in a box will be investigated. This will minimize the laboratory preparation time for community college instructors. These laboratories will be suitable for use in either technological literacy or introduction to engineering courses. The laboratories will attempt to utilize insights from non-engineering students to determine themes that may help interest students in engineering and enliven introduction to engineering courses. Technological literacy courses on a number of campuses have found that non-engineers respond positively to material that focuses on technology familiar to the students in their everyday life, uses extensive verbal and graphical explanations, and includes useful information that helps to establish a sense of empowerment regarding technology. Eight laboratory projects will be created and tested at a variety of two and four-year schools.
{"title":"Work in progress - Using insights from non-engineers to help develop laboratory projects","authors":"J. Krupczak, K. Disney, S. Vanderstoep","doi":"10.1109/FIE.2009.5350636","DOIUrl":"https://doi.org/10.1109/FIE.2009.5350636","url":null,"abstract":"A group from engineering programs at both four and two year colleges has been assembled to explore creating laboratory modules with an emphasis on activities and perspectives shown to be successful in technological literacy courses for non-engineering students. To meet the needs of community college engineering programs, the logistical and commercial feasibility of shipping a complete laboratory in a box will be investigated. This will minimize the laboratory preparation time for community college instructors. These laboratories will be suitable for use in either technological literacy or introduction to engineering courses. The laboratories will attempt to utilize insights from non-engineering students to determine themes that may help interest students in engineering and enliven introduction to engineering courses. Technological literacy courses on a number of campuses have found that non-engineers respond positively to material that focuses on technology familiar to the students in their everyday life, uses extensive verbal and graphical explanations, and includes useful information that helps to establish a sense of empowerment regarding technology. Eight laboratory projects will be created and tested at a variety of two and four-year schools.","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":"128127160","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.2009.5350824
P. Théroux
As engineers and scientists enter the social situation of the P-16 classroom to promote and demonstrate STEM curricula, we need to understand more about the mutual impact this experience has on the visitors as well as on the learning environments they encounter. In a pioneering exploratory study, PhD engineering students entered an innovative, inquiry-based high school math/science setting as "visiting experts." Without formal training as teachers, nor expectations of student interaction, the participants embarked on creating social opportunities for inquiry. Using a mixed methods case-study model, researchers documented the interaction of participants through video-media as well as surveys and interviews of participants on their experiences. By documenting the intricate levels of social context in the learning environment between "novice" learners and visiting "experts," this study hopes to advance our understanding of the inquiry role that both of these groups share and to document the co-learning opportunities that arise in the context of the STEM classroom community. This study focuses on developing a deeper understanding of the reciprocal impact of inquiry-based STEM curricula as entered into by visiting engineers/scientists.
{"title":"Work in progress - creating cross-generational co-learning opportunities through inquiry-based curricula","authors":"P. Théroux","doi":"10.1109/FIE.2009.5350824","DOIUrl":"https://doi.org/10.1109/FIE.2009.5350824","url":null,"abstract":"As engineers and scientists enter the social situation of the P-16 classroom to promote and demonstrate STEM curricula, we need to understand more about the mutual impact this experience has on the visitors as well as on the learning environments they encounter. In a pioneering exploratory study, PhD engineering students entered an innovative, inquiry-based high school math/science setting as \"visiting experts.\" Without formal training as teachers, nor expectations of student interaction, the participants embarked on creating social opportunities for inquiry. Using a mixed methods case-study model, researchers documented the interaction of participants through video-media as well as surveys and interviews of participants on their experiences. By documenting the intricate levels of social context in the learning environment between \"novice\" learners and visiting \"experts,\" this study hopes to advance our understanding of the inquiry role that both of these groups share and to document the co-learning opportunities that arise in the context of the STEM classroom community. This study focuses on developing a deeper understanding of the reciprocal impact of inquiry-based STEM curricula as entered into by visiting engineers/scientists.","PeriodicalId":129330,"journal":{"name":"2009 39th IEEE Frontiers in Education Conference","volume":"55 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":"134356126","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.2009.5350516
C. Davis, M. Yeary, P. Mccann, J. Sluss
The School of Electrical and Computer Engineering (ECE) at the University of Oklahoma (OU) is currently experiencing a decline in new enrollments that is similar to the national trends for engineering disciplines. In an effort to increase the interest in ECE and engineering in general, outreach activities focused on advanced technologies and innovative demonstrations are being deployed. These recruiting techniques are modeled from successful programs such as Botball and FIRST Robotics that have approximately 200,000 combined student participants. Demonstrations that showcase advanced technologies have been performed at over twenty k-12 outreach events over the last year. This paper discusses this recruiting technique and the expected impact on future engineering enrollment.
{"title":"Work in progress - utilizing projects and innovative demonstrations in student recruitment","authors":"C. Davis, M. Yeary, P. Mccann, J. Sluss","doi":"10.1109/FIE.2009.5350516","DOIUrl":"https://doi.org/10.1109/FIE.2009.5350516","url":null,"abstract":"The School of Electrical and Computer Engineering (ECE) at the University of Oklahoma (OU) is currently experiencing a decline in new enrollments that is similar to the national trends for engineering disciplines. In an effort to increase the interest in ECE and engineering in general, outreach activities focused on advanced technologies and innovative demonstrations are being deployed. These recruiting techniques are modeled from successful programs such as Botball and FIRST Robotics that have approximately 200,000 combined student participants. Demonstrations that showcase advanced technologies have been performed at over twenty k-12 outreach events over the last year. This paper discusses this recruiting technique and the expected impact on future engineering enrollment.","PeriodicalId":129330,"journal":{"name":"2009 39th IEEE Frontiers in Education Conference","volume":"27 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":"133056185","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.2009.5350419
W. Hornfeck, I. Jouny
Most modern electrical engineering and computer engineering programs place emphasis on low power circuits and systems. The critical energy issues now facing the United States and the world, however, are concerned with the generation and distribution of large amounts of energy using high power generation facilities and networks. The Electrical and Computer Engineering Department at Lafayette College is exploring ways and means to integrate energy-related technical material, energy issues, and energy policy considerations into the existing Electrical and Computer Engineering degree program. This paper describes initial steps taken toward this goal, the projected curricular additions and changes, and the rationale for incorporating energy-related course material and laboratory exercises. The work in progress aims to provide an alternative to other approaches that either introduce one or two dedicated courses, or develop an entire energy course stem, to provide electrical or computer engineers with significant energy-related studies.
{"title":"Work in progress - integrating energy issues and technologies into an electrical or computer engineering curriculum","authors":"W. Hornfeck, I. Jouny","doi":"10.1109/FIE.2009.5350419","DOIUrl":"https://doi.org/10.1109/FIE.2009.5350419","url":null,"abstract":"Most modern electrical engineering and computer engineering programs place emphasis on low power circuits and systems. The critical energy issues now facing the United States and the world, however, are concerned with the generation and distribution of large amounts of energy using high power generation facilities and networks. The Electrical and Computer Engineering Department at Lafayette College is exploring ways and means to integrate energy-related technical material, energy issues, and energy policy considerations into the existing Electrical and Computer Engineering degree program. This paper describes initial steps taken toward this goal, the projected curricular additions and changes, and the rationale for incorporating energy-related course material and laboratory exercises. The work in progress aims to provide an alternative to other approaches that either introduce one or two dedicated courses, or develop an entire energy course stem, to provide electrical or computer engineers with significant energy-related studies.","PeriodicalId":129330,"journal":{"name":"2009 39th IEEE Frontiers in Education Conference","volume":"19 5","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"113993126","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.2009.5350500
Shivananda Reddy, Kati Jo Wilson, Ana Goulart, Ryan A. Beasley
Our goal is to introduce the latest technology based laboratory experiments to engage students effectively and to help them understand the fundamental concepts in the electronics and telecommunications fields. In order to achieve this goal a multi-featured or a multi-disciplinary platform is used to develop the experiments. The essence of our approach is twofold: to evaluate a platform which can be used to teach the basics of wireless networks, and later use the same platform to develop innovative control applications. This robotic platform can also be used for experimental research in mobile sensor networks. The platform we adopted is the surveyor robot (SRV-1) platform. In this paper, we propose laboratory experiments on TCP, UDP, different networking modes and mesh network of robots. Additionally, we report the results of an initial assessment to evaluate the students' knowledge level on wireless networks and their interest in using the surveyor robot platform.
{"title":"On developing a mesh network of robots for hands-on undergraduate education","authors":"Shivananda Reddy, Kati Jo Wilson, Ana Goulart, Ryan A. Beasley","doi":"10.1109/FIE.2009.5350500","DOIUrl":"https://doi.org/10.1109/FIE.2009.5350500","url":null,"abstract":"Our goal is to introduce the latest technology based laboratory experiments to engage students effectively and to help them understand the fundamental concepts in the electronics and telecommunications fields. In order to achieve this goal a multi-featured or a multi-disciplinary platform is used to develop the experiments. The essence of our approach is twofold: to evaluate a platform which can be used to teach the basics of wireless networks, and later use the same platform to develop innovative control applications. This robotic platform can also be used for experimental research in mobile sensor networks. The platform we adopted is the surveyor robot (SRV-1) platform. In this paper, we propose laboratory experiments on TCP, UDP, different networking modes and mesh network of robots. Additionally, we report the results of an initial assessment to evaluate the students' knowledge level on wireless networks and their interest in using the surveyor robot platform.","PeriodicalId":129330,"journal":{"name":"2009 39th IEEE Frontiers in Education Conference","volume":"566 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":"116245106","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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