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.2009.5350772
E. Ortiz-Rivera, Andres Salazar-Llinas, Jose Velez-Delgado
Fuel cells are one of the key enabling technologies for future hydrogen economy. Some applications for fuel cells can be found in aerospace, automobile vehicles, power generation, etc. Despite their modern high-tech aura, fuel cells actually have been known to science for more than 150 years! It is the purpose of this paper to present a brief overview of the development and technology of fuel cells with its integration to the undergraduate electrical engineering education. This work attracted undergraduate students in the area of renewable energy by bringing them to a research work with a hands-on experience, where the students had the chance to study fuel cells and the feasibility of these technologies as a substitute to traditional fossil fuels. The students had the opportunity to do simulations, experiments, and acquire theory for an enriched electrical engineering undergraduate research experience. Clearly, undergraduate research works in renewable energy are an innovative and attractive way to make students aware of contemporary issues in areas like energy, globalization, state-of-the-art technologies, and attract them to pursue graduate studies in this area.
{"title":"An enriched undergraduate research experience based on the simulation, experiments, and theory of fuel cells","authors":"E. Ortiz-Rivera, Andres Salazar-Llinas, Jose Velez-Delgado","doi":"10.1109/FIE.2009.5350772","DOIUrl":"https://doi.org/10.1109/FIE.2009.5350772","url":null,"abstract":"Fuel cells are one of the key enabling technologies for future hydrogen economy. Some applications for fuel cells can be found in aerospace, automobile vehicles, power generation, etc. Despite their modern high-tech aura, fuel cells actually have been known to science for more than 150 years! It is the purpose of this paper to present a brief overview of the development and technology of fuel cells with its integration to the undergraduate electrical engineering education. This work attracted undergraduate students in the area of renewable energy by bringing them to a research work with a hands-on experience, where the students had the chance to study fuel cells and the feasibility of these technologies as a substitute to traditional fossil fuels. The students had the opportunity to do simulations, experiments, and acquire theory for an enriched electrical engineering undergraduate research experience. Clearly, undergraduate research works in renewable energy are an innovative and attractive way to make students aware of contemporary issues in areas like energy, globalization, state-of-the-art technologies, and attract them to pursue graduate studies in this area.","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":"125555808","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.2009.5350397
Nitta Naoya, Y. Takemura, I. Kume
It is well known that using computer games as educational materials for computer programming and software engineering education effectively motivate students. For this purpose in Konan University, we have practiced project-based learning to develop game programs. From instructional practice in Konan University to date, we concluded that we need more specialized game contents in order to better motivate the students. On the other hand, in character design training in Osaka University of Arts, it has been expected that showing students a goal where their characters are animated in game system effectively motivates the students. However, to develop game system, high level programming skill is needed. To address these problems, we propose a collaborative project-based learning approach which can be practiced in cooperation with a faculty of computer science and a faculty of arts. In the learning process, program codes are developed by the computer science students and game contents are created by the arts students. The process also includes online meetings to coordinate their work. Through the project, students would not only improve their expertise but learn unprofessional knowledge, experience collaborative work and improve communication skill. In the last year, we have practiced the collaborative project-based learning to develop a 3D fighting game in cooperation with Konan University and Osaka University of Arts. In this paper, we will report the practice and evaluate its educational effectiveness by student questionnaires about the learning and examinations about software engineering.
{"title":"A practice of collaborative project-based learning for mutual edification between programming skill and artistic craftsmanship","authors":"Nitta Naoya, Y. Takemura, I. Kume","doi":"10.1109/FIE.2009.5350397","DOIUrl":"https://doi.org/10.1109/FIE.2009.5350397","url":null,"abstract":"It is well known that using computer games as educational materials for computer programming and software engineering education effectively motivate students. For this purpose in Konan University, we have practiced project-based learning to develop game programs. From instructional practice in Konan University to date, we concluded that we need more specialized game contents in order to better motivate the students. On the other hand, in character design training in Osaka University of Arts, it has been expected that showing students a goal where their characters are animated in game system effectively motivates the students. However, to develop game system, high level programming skill is needed. To address these problems, we propose a collaborative project-based learning approach which can be practiced in cooperation with a faculty of computer science and a faculty of arts. In the learning process, program codes are developed by the computer science students and game contents are created by the arts students. The process also includes online meetings to coordinate their work. Through the project, students would not only improve their expertise but learn unprofessional knowledge, experience collaborative work and improve communication skill. In the last year, we have practiced the collaborative project-based learning to develop a 3D fighting game in cooperation with Konan University and Osaka University of Arts. In this paper, we will report the practice and evaluate its educational effectiveness by student questionnaires about the learning and examinations about software engineering.","PeriodicalId":129330,"journal":{"name":"2009 39th IEEE Frontiers in Education Conference","volume":"36 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":"127762221","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.2009.5350552
Bernadette Kelley, R. Perry
This work in progress is a National Science Foundation funded project proposed to move Florida Agricultural and Mechanical (A&M) University to the next level of science, technology, engineering, and mathematics (STEM) student achievement by applying a holistic approach to educating the STEM student. The project goal is to improve the overall quality of STEM education at the University by increasing its efficiency in producing quality graduates. This change will be achieved through the introduction of a STEM Learning Community (LC) at Florida A&M. Learning communities have been shown to improve retention rates, increase student learning and achievement, increase faculty engagement, and lessen the feelings of isolation some students feel on large campuses. Student perceptions and misconceptions about careers and the connections to course curricula has been a point of significant interest. The Learning Community has also begun to bridge the gap between faculty and students which proved to be a tool for retention of students in the majors. The employment of the learning community model has begun to fundamentally change the delivery of STEM education at Florida A&M University.
{"title":"Work in progress - STEM Learning Community @ FAMU","authors":"Bernadette Kelley, R. Perry","doi":"10.1109/FIE.2009.5350552","DOIUrl":"https://doi.org/10.1109/FIE.2009.5350552","url":null,"abstract":"This work in progress is a National Science Foundation funded project proposed to move Florida Agricultural and Mechanical (A&M) University to the next level of science, technology, engineering, and mathematics (STEM) student achievement by applying a holistic approach to educating the STEM student. The project goal is to improve the overall quality of STEM education at the University by increasing its efficiency in producing quality graduates. This change will be achieved through the introduction of a STEM Learning Community (LC) at Florida A&M. Learning communities have been shown to improve retention rates, increase student learning and achievement, increase faculty engagement, and lessen the feelings of isolation some students feel on large campuses. Student perceptions and misconceptions about careers and the connections to course curricula has been a point of significant interest. The Learning Community has also begun to bridge the gap between faculty and students which proved to be a tool for retention of students in the majors. The employment of the learning community model has begun to fundamentally change the delivery of STEM education at Florida A&M University.","PeriodicalId":129330,"journal":{"name":"2009 39th IEEE Frontiers in Education Conference","volume":"10 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":"124818609","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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