Pub Date : 2009-10-18DOI: 10.1109/FIE.2009.5350783
S. Cairncross
Employability has long been a key concern for engineering faculty and educators and the importance of developing transferable skills including communication, time management, teamwork, problem solving and decision making, is now well established. However consensus on how best to develop these skills in graduates is less well established, with difference emerging the relative merits of using stand-alone modules for initial development against embedding in subject-specific modules. Employability is increasingly seen by some as going beyond general skill sets associated with employment to encompassing higher order skills, which can be better characterized as graduate attributes. Participants in this highly interactive special session will be able to explore these and related issues, share examples from their home institution and reflect on their own practices. An innovative extension of the “world café technique, known as dialogue sheets will be used to facilitate discussion. The use of Research-Teaching Linkages to enhance graduate attributes has recently been the focus of one the Quality Assurance Agency (QAA) in Scotland enhancements themes. Key findings and case studies emerging from this theme will be used to set the context for a wider discussion on preparing graduates for the 21st century.
{"title":"Special session - enhancing graduate attributes through Research-Teaching Linkages","authors":"S. Cairncross","doi":"10.1109/FIE.2009.5350783","DOIUrl":"https://doi.org/10.1109/FIE.2009.5350783","url":null,"abstract":"Employability has long been a key concern for engineering faculty and educators and the importance of developing transferable skills including communication, time management, teamwork, problem solving and decision making, is now well established. However consensus on how best to develop these skills in graduates is less well established, with difference emerging the relative merits of using stand-alone modules for initial development against embedding in subject-specific modules. Employability is increasingly seen by some as going beyond general skill sets associated with employment to encompassing higher order skills, which can be better characterized as graduate attributes. Participants in this highly interactive special session will be able to explore these and related issues, share examples from their home institution and reflect on their own practices. An innovative extension of the “world café technique, known as dialogue sheets will be used to facilitate discussion. The use of Research-Teaching Linkages to enhance graduate attributes has recently been the focus of one the Quality Assurance Agency (QAA) in Scotland enhancements themes. Key findings and case studies emerging from this theme will be used to set the context for a wider discussion on preparing graduates for the 21st century.","PeriodicalId":129330,"journal":{"name":"2009 39th IEEE Frontiers in Education Conference","volume":"40 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":"125069010","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.2009.5350506
R. Koseler, T. Taşkaya-Temizel, B. Bakr, D. Incebacak, M. Kaya, S. Ozkan
Today, students acquire basic computer skills at the early stages of their lives through several courses taken at schools before university and social online environments where they can engage with their friends. As a result, students may become more reluctant to attend similar courses in universities. A similar situation has arisen recently with a service course, which is given to all first year undergraduate students in METU. A survey conducted two years ago showed that most students already acquire skills in basic word processing and spreadsheet tools before they have started their studies in the university. Therefore, a revision of the contents was required. After working with educators, librarians and looking into several curriculums, a new course outline was formed. This paper explains the motivations, experiences and outcome of developing a brand new curriculum for a first year course, which aims to make student computer and information literate.
{"title":"Work in progress - iterative curriculum development for an interdisciplinary online-taught IT course","authors":"R. Koseler, T. Taşkaya-Temizel, B. Bakr, D. Incebacak, M. Kaya, S. Ozkan","doi":"10.1109/FIE.2009.5350506","DOIUrl":"https://doi.org/10.1109/FIE.2009.5350506","url":null,"abstract":"Today, students acquire basic computer skills at the early stages of their lives through several courses taken at schools before university and social online environments where they can engage with their friends. As a result, students may become more reluctant to attend similar courses in universities. A similar situation has arisen recently with a service course, which is given to all first year undergraduate students in METU. A survey conducted two years ago showed that most students already acquire skills in basic word processing and spreadsheet tools before they have started their studies in the university. Therefore, a revision of the contents was required. After working with educators, librarians and looking into several curriculums, a new course outline was formed. This paper explains the motivations, experiences and outcome of developing a brand new curriculum for a first year course, which aims to make student computer and information literate.","PeriodicalId":129330,"journal":{"name":"2009 39th IEEE Frontiers in Education Conference","volume":"21 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":"125229951","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.2009.5350603
G. Meadows, Cinda-Sue Davis, Darryl Koch, D. Scott, Edward P. St. John
In recognition of the critical need for an increased and diverse STEM workforce within the State of Michigan, the University of Michigan launched the Michigan STEM (M-STEM) Academy in the College of Engineering in the summer of 2008. Based on the successful and nationally recognized Meyerhoff Scholars Program at the University of Maryland-Baltimore County, M-STEM identifies talented diverse incoming engineering students with interest in STEM fields who, for reasons of socioeconomic class, first generation college student status, race, gender, or lack of high school rigor might not be successful in pursuing a Michigan STEM degree. M-STEM provides these students with a highly coordinated support system during the critical transition years between high school graduation and the declaration of a STEM concentration by the junior undergraduate year. Programmatic components and assessment of the first year will be discussed.
{"title":"Work in progress - the University of Michigan STEM Academy","authors":"G. Meadows, Cinda-Sue Davis, Darryl Koch, D. Scott, Edward P. St. John","doi":"10.1109/FIE.2009.5350603","DOIUrl":"https://doi.org/10.1109/FIE.2009.5350603","url":null,"abstract":"In recognition of the critical need for an increased and diverse STEM workforce within the State of Michigan, the University of Michigan launched the Michigan STEM (M-STEM) Academy in the College of Engineering in the summer of 2008. Based on the successful and nationally recognized Meyerhoff Scholars Program at the University of Maryland-Baltimore County, M-STEM identifies talented diverse incoming engineering students with interest in STEM fields who, for reasons of socioeconomic class, first generation college student status, race, gender, or lack of high school rigor might not be successful in pursuing a Michigan STEM degree. M-STEM provides these students with a highly coordinated support system during the critical transition years between high school graduation and the declaration of a STEM concentration by the junior undergraduate year. Programmatic components and assessment of the first year will be discussed.","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":"129131793","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.2009.5350736
A. Albu
The IMAGERIA project aims to investigate new paths in recruiting female students in engineering. The first outcome of this project was a one-day pilot workshop called IMAGERIA: Visual computing festival for girls and held in spring 2007. This workshop was based on the hypothesis that hands-on exposure to computer vision algorithms with applications to digital photography may be a significant incentive for female high-school students to enroll in Electrical and Computer Engineering or Computer Science undergraduate programs. The IMAGERIA workshop was structured as a sequence of interactive modules of image processing. As database, the participants were enabled to either use a provided image library or to acquire their own pictures using USB digital cameras. For each module of the workshop, the paper outlines the lessons that were learned and which will allow for further improvements in the structure of the workshop.
{"title":"Work in progress - IMAGERIA- a visual computing festival for girls","authors":"A. Albu","doi":"10.1109/FIE.2009.5350736","DOIUrl":"https://doi.org/10.1109/FIE.2009.5350736","url":null,"abstract":"The IMAGERIA project aims to investigate new paths in recruiting female students in engineering. The first outcome of this project was a one-day pilot workshop called IMAGERIA: Visual computing festival for girls and held in spring 2007. This workshop was based on the hypothesis that hands-on exposure to computer vision algorithms with applications to digital photography may be a significant incentive for female high-school students to enroll in Electrical and Computer Engineering or Computer Science undergraduate programs. The IMAGERIA workshop was structured as a sequence of interactive modules of image processing. As database, the participants were enabled to either use a provided image library or to acquire their own pictures using USB digital cameras. For each module of the workshop, the paper outlines the lessons that were learned and which will allow for further improvements in the structure of the workshop.","PeriodicalId":129330,"journal":{"name":"2009 39th IEEE Frontiers in Education Conference","volume":"20 1-2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131451120","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.2009.5350610
Jean-Claude Thomassian, A. Desai
Recently, there has been considerable focus on incorporating the concept of sustainability into academic curricula across the United States. In keeping with this trend, Georgia Southern University has sought to introduce a minor in Sustainability that will be offered to students on campus. This aforementioned effort has been presented in this paper though the development of a systematic methodology. The proposed minor in sustainability will encompass factors such as carbon footprint, limited resources, renewable energy, and will critically examine in detail the business case for sustainability. A capstone course would seek to expose students to hands on experience in designing sustainable systems for both products as well as services. A multifaceted issue such as sustainability is bound to have many interdisciplinary as well as cross disciplinary aspects which are addressed through the proposed minor. A QFD approach has been utilized for this purpose to ensure objectivity of instruction and quality of course material.
{"title":"Work in progress - Developing a curriculum for a minor in ‘sustainability’ by the incorporation of quality function deployment (QFD) techniques","authors":"Jean-Claude Thomassian, A. Desai","doi":"10.1109/FIE.2009.5350610","DOIUrl":"https://doi.org/10.1109/FIE.2009.5350610","url":null,"abstract":"Recently, there has been considerable focus on incorporating the concept of sustainability into academic curricula across the United States. In keeping with this trend, Georgia Southern University has sought to introduce a minor in Sustainability that will be offered to students on campus. This aforementioned effort has been presented in this paper though the development of a systematic methodology. The proposed minor in sustainability will encompass factors such as carbon footprint, limited resources, renewable energy, and will critically examine in detail the business case for sustainability. A capstone course would seek to expose students to hands on experience in designing sustainable systems for both products as well as services. A multifaceted issue such as sustainability is bound to have many interdisciplinary as well as cross disciplinary aspects which are addressed through the proposed minor. A QFD approach has been utilized for this purpose to ensure objectivity of instruction and quality of course material.","PeriodicalId":129330,"journal":{"name":"2009 39th IEEE Frontiers in Education Conference","volume":"9 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":"129090743","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.2009.5350613
Matthew A. Holsapple, C. Finelli, D. Carpenter, T. Harding, J. Sutkus
Ethics education and the drive to produce ethical professional engineers is an important focus of one body of research on engineering education. This research often defines the positive outcome of ethics education as students and professional engineers choosing not to engage in unethical behavior. This paper discusses a portion of a larger research project and details efforts to identify and validate a definition of ethical behavior that includes the decision to engage in a positive behavior, defined as a service to a larger community. Through a series of interviews and focus groups with engineering administrators, faculty, and students, the authors attempt to confirm the construct validity of service participation as ethical behavior. They also investigate the validity of the aspects of service participation to be included as a part of a national survey on engineering ethics education practices and outcomes. They then discuss the final steps that will be taken to test and further validate the development of the service participation portion of the survey.
{"title":"Work in progress - A mixed-methods approach to developing an instrument measuring engineering students' positive ethical behavior","authors":"Matthew A. Holsapple, C. Finelli, D. Carpenter, T. Harding, J. Sutkus","doi":"10.1109/FIE.2009.5350613","DOIUrl":"https://doi.org/10.1109/FIE.2009.5350613","url":null,"abstract":"Ethics education and the drive to produce ethical professional engineers is an important focus of one body of research on engineering education. This research often defines the positive outcome of ethics education as students and professional engineers choosing not to engage in unethical behavior. This paper discusses a portion of a larger research project and details efforts to identify and validate a definition of ethical behavior that includes the decision to engage in a positive behavior, defined as a service to a larger community. Through a series of interviews and focus groups with engineering administrators, faculty, and students, the authors attempt to confirm the construct validity of service participation as ethical behavior. They also investigate the validity of the aspects of service participation to be included as a part of a national survey on engineering ethics education practices and outcomes. They then discuss the final steps that will be taken to test and further validate the development of the service participation portion of the survey.","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":"134107587","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.2009.5350722
J. Krupczak, T. Simpson, V. Bertsch, K. Disney, E. Garmire
The need for technological literacy is important for both individuals and the nation in general. Creating a population with a more empowered relationship with technology will require a significant and extensive initiative in undergraduate education. Curricula and course materials that are easily adoptable in diverse and varied institutional environments are vital in this effort. The National Academy of Engineering in two reports: Technically Speaking: Why All Americans Need to Know More about Technology (2002), and Tech Tally: Approaches to Assessing Technological Literacy (2006), outline the characteristics of a technologically literate citizen. The International Technology Education Association (ITEA) has also developed standards for technological literacy. In this work a framework is established for specific course outlines consistent with the content areas established in Tech Tally of: technology and society, design, products and systems, and technology core concepts and the ITEA technology topic areas. To make it possible to accommodate the diverse requirements of curriculum committees on varied campuses, the framework offers flexibility to faculty in planning courses within each proposed model while still accomplishing the goals of the standards. This framework will form the organizational infrastructure for creating a repository of course materials as well as an online community for course developers and instructors.
{"title":"Work in progress - Development of an organizational infrastructure to facilitate the creation of courses on technology and engineering for non-engineers","authors":"J. Krupczak, T. Simpson, V. Bertsch, K. Disney, E. Garmire","doi":"10.1109/FIE.2009.5350722","DOIUrl":"https://doi.org/10.1109/FIE.2009.5350722","url":null,"abstract":"The need for technological literacy is important for both individuals and the nation in general. Creating a population with a more empowered relationship with technology will require a significant and extensive initiative in undergraduate education. Curricula and course materials that are easily adoptable in diverse and varied institutional environments are vital in this effort. The National Academy of Engineering in two reports: Technically Speaking: Why All Americans Need to Know More about Technology (2002), and Tech Tally: Approaches to Assessing Technological Literacy (2006), outline the characteristics of a technologically literate citizen. The International Technology Education Association (ITEA) has also developed standards for technological literacy. In this work a framework is established for specific course outlines consistent with the content areas established in Tech Tally of: technology and society, design, products and systems, and technology core concepts and the ITEA technology topic areas. To make it possible to accommodate the diverse requirements of curriculum committees on varied campuses, the framework offers flexibility to faculty in planning courses within each proposed model while still accomplishing the goals of the standards. This framework will form the organizational infrastructure for creating a repository of course materials as well as an online community for course developers and instructors.","PeriodicalId":129330,"journal":{"name":"2009 39th IEEE Frontiers in Education Conference","volume":"51 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":"132173414","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.2009.5350479
Shawn S. Jordan, R. Adams, A. Pawley, D. Radcliffe
This research explores the research method of photo elicitation, where participants take photos that are later used to promote conversation in interviews and focus groups, as both a research and a pedagogical tool in an engineering education context. Different methodological implementations are investigated as research methods, and its potential use as a pedagogical tool to promote active group learning in the classroom is explored. Findings from a preliminary analysis are discussed, in addition to opportunities for future research.
{"title":"Work in Progress - The affordances of photo elicitation as a research and pedagogical method","authors":"Shawn S. Jordan, R. Adams, A. Pawley, D. Radcliffe","doi":"10.1109/FIE.2009.5350479","DOIUrl":"https://doi.org/10.1109/FIE.2009.5350479","url":null,"abstract":"This research explores the research method of photo elicitation, where participants take photos that are later used to promote conversation in interviews and focus groups, as both a research and a pedagogical tool in an engineering education context. Different methodological implementations are investigated as research methods, and its potential use as a pedagogical tool to promote active group learning in the classroom is explored. Findings from a preliminary analysis are discussed, in addition to opportunities for future research.","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":"132890698","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.2009.5350525
Julie A. Rursch, D. Jacobson
The Community College Cyber Defense Competition (CCCDC) was created as a bridge between Iowa State University and the 15 community college districts in the state of Iowa. It grew out of an overwhelmingly positive response to a session on IT-Adventures conducted during the ISU Community College Summit in Summer 2007. IT-Adventures is a year-long inquiry-based learning program that uses educational materials, competitive events and service learning projects to increase high school students' interest in information technology. This paper discusses the creation and evolution of the CCCDC, the two successful CCCDCs that have been conducted, as well as lessons learned about working with community college students. Additionally, we discuss the benefits of IT-Adventures participation for the community colleges who have partnered with us such as increased enrollment and additional options for dual-enrollment high school programs. Future directions our dialogues with community colleges over the past two years are taking us are also briefly touched upon. In our second CCCDC competition in December of 2008 we had nine teams in attendance which represented seven out of the 15 community college districts or 50% participation.
{"title":"Using Cyber Defense Competitions to build bridges between community colleges and four year institutions: A footbridge for students into an IT program","authors":"Julie A. Rursch, D. Jacobson","doi":"10.1109/FIE.2009.5350525","DOIUrl":"https://doi.org/10.1109/FIE.2009.5350525","url":null,"abstract":"The Community College Cyber Defense Competition (CCCDC) was created as a bridge between Iowa State University and the 15 community college districts in the state of Iowa. It grew out of an overwhelmingly positive response to a session on IT-Adventures conducted during the ISU Community College Summit in Summer 2007. IT-Adventures is a year-long inquiry-based learning program that uses educational materials, competitive events and service learning projects to increase high school students' interest in information technology. This paper discusses the creation and evolution of the CCCDC, the two successful CCCDCs that have been conducted, as well as lessons learned about working with community college students. Additionally, we discuss the benefits of IT-Adventures participation for the community colleges who have partnered with us such as increased enrollment and additional options for dual-enrollment high school programs. Future directions our dialogues with community colleges over the past two years are taking us are also briefly touched upon. In our second CCCDC competition in December of 2008 we had nine teams in attendance which represented seven out of the 15 community college districts or 50% participation.","PeriodicalId":129330,"journal":{"name":"2009 39th IEEE Frontiers in Education Conference","volume":"99 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":"132913189","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.2009.5350694
Bruce Maxim, B. Elenbogen
There is general agreement that the need for computing professionals in the near term is increasing, while enrollment in computer science degree programs is decreasing. We hope to address this situation by attracting pre-college students to study computer science and information technology at the collegiate level through participation in short term events focused on different aspects of computing technology. The authors hosted several one-day events on our campus (computing workshops and competitions) during the past three years. The event activities allow participants opportunities to experience the engineering design process, use their programming skills, and create multimedia content using software tools. Participants were self selected pre-college students. Participants completed an established attitude scale before and after each event to assess the impact of the project activities on their attitudes toward computing and their future plans to take information technology courses. This paper investigates which if any short term events create favorable participant attitudes toward the study of information technology. Initial data analysis indicates significant positive attitude changes toward the study of computing and technology on the part of many participants.
{"title":"Attracting K-12 students to study computing","authors":"Bruce Maxim, B. Elenbogen","doi":"10.1109/FIE.2009.5350694","DOIUrl":"https://doi.org/10.1109/FIE.2009.5350694","url":null,"abstract":"There is general agreement that the need for computing professionals in the near term is increasing, while enrollment in computer science degree programs is decreasing. We hope to address this situation by attracting pre-college students to study computer science and information technology at the collegiate level through participation in short term events focused on different aspects of computing technology. The authors hosted several one-day events on our campus (computing workshops and competitions) during the past three years. The event activities allow participants opportunities to experience the engineering design process, use their programming skills, and create multimedia content using software tools. Participants were self selected pre-college students. Participants completed an established attitude scale before and after each event to assess the impact of the project activities on their attitudes toward computing and their future plans to take information technology courses. This paper investigates which if any short term events create favorable participant attitudes toward the study of information technology. Initial data analysis indicates significant positive attitude changes toward the study of computing and technology on the part of many participants.","PeriodicalId":129330,"journal":{"name":"2009 39th IEEE Frontiers in Education Conference","volume":"24 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":"133145792","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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