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.2009.5350489
J. Requena-Carrión, A. B. Rodríguez-González, A. Marques, D. Gutiérrez-Pérez
Engineering students face their professional future with uncertainty partly because of a poor understanding of the industry and careers opportunities. This problem can be tackled by designing an engineering curriculum that includes courses embodying both technical and professional contents. In this paper we report the preliminary results of the implantation of a lifelong, collaborative student-centered learning environment that emphasizes both technical and professional aspects of engineering. A semi-public Wiki database was used in a course on wireless technologies for senior electrical engineering students. Wiki-entries were created by students under teacher supervision, and were intended to provide an overview of a wireless technology, companies in the sector and careers opportunities. Student's gain of knowledge and level of satisfaction, and the degree of utilization of the Wiki were analyzed based on student's marks, student surveys, log files tracking the Wiki activity, and the quality of the Wiki entries. Results are positive and indicate that students have understood the importance of approaching their professional future in a collaborative way.
{"title":"Work in progress - implantation of a collaborative student-centered learning environment in a wireless technology course","authors":"J. Requena-Carrión, A. B. Rodríguez-González, A. Marques, D. Gutiérrez-Pérez","doi":"10.1109/FIE.2009.5350489","DOIUrl":"https://doi.org/10.1109/FIE.2009.5350489","url":null,"abstract":"Engineering students face their professional future with uncertainty partly because of a poor understanding of the industry and careers opportunities. This problem can be tackled by designing an engineering curriculum that includes courses embodying both technical and professional contents. In this paper we report the preliminary results of the implantation of a lifelong, collaborative student-centered learning environment that emphasizes both technical and professional aspects of engineering. A semi-public Wiki database was used in a course on wireless technologies for senior electrical engineering students. Wiki-entries were created by students under teacher supervision, and were intended to provide an overview of a wireless technology, companies in the sector and careers opportunities. Student's gain of knowledge and level of satisfaction, and the degree of utilization of the Wiki were analyzed based on student's marks, student surveys, log files tracking the Wiki activity, and the quality of the Wiki entries. Results are positive and indicate that students have understood the importance of approaching their professional future in a collaborative way.","PeriodicalId":129330,"journal":{"name":"2009 39th IEEE Frontiers in Education Conference","volume":"14 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":"121631212","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}
Pub Date : 2009-10-18DOI: 10.1109/FIE.2009.5350727
S. Rhodes, B. Dunne
We describe a new course in Bioelectric Potentials, offered to seniors in a 4-year Electrical Engineering program, that integrates bioelectric mechanisms, numerical methods and simulation, hardware design, and technical writing. The course focused on mechanisms governing the generation of bioelectrical signals together with measurement and analysis techniques in muscle and nerve electrophysiology. Topics covered included the Nernst potential; development of action potentials; impulse propagation and nerve conduction; membrane biophysics; excitation-contraction coupling; and the development and management of cardiac arrhythmias. The course incorporated quantitative modeling and simulation learning exercises for data analysis and outcome prediction. Students were exposed to numerical methods for curve fitting, integration, differentiation, and solving ordinary differential equations. The course also incorporated hands-on activities including the building of an ECG amplifier and QRS detector circuit, and the measurement of their own EMG, ECG, and EEG signals using the ADInstruments PTB 32 Teaching System. Technical communication skills, both oral and written, were reinforced through three project reports and in-class presentations of pertinent journal articles. Assessment of student learning and achievement of course objectives will be presented.
{"title":"A hands-on Bioelectric Potentials course for Electrical Engineering majors","authors":"S. Rhodes, B. Dunne","doi":"10.1109/FIE.2009.5350727","DOIUrl":"https://doi.org/10.1109/FIE.2009.5350727","url":null,"abstract":"We describe a new course in Bioelectric Potentials, offered to seniors in a 4-year Electrical Engineering program, that integrates bioelectric mechanisms, numerical methods and simulation, hardware design, and technical writing. The course focused on mechanisms governing the generation of bioelectrical signals together with measurement and analysis techniques in muscle and nerve electrophysiology. Topics covered included the Nernst potential; development of action potentials; impulse propagation and nerve conduction; membrane biophysics; excitation-contraction coupling; and the development and management of cardiac arrhythmias. The course incorporated quantitative modeling and simulation learning exercises for data analysis and outcome prediction. Students were exposed to numerical methods for curve fitting, integration, differentiation, and solving ordinary differential equations. The course also incorporated hands-on activities including the building of an ECG amplifier and QRS detector circuit, and the measurement of their own EMG, ECG, and EEG signals using the ADInstruments PTB 32 Teaching System. Technical communication skills, both oral and written, were reinforced through three project reports and in-class presentations of pertinent journal articles. Assessment of student learning and achievement of course objectives will be presented.","PeriodicalId":129330,"journal":{"name":"2009 39th IEEE Frontiers in Education Conference","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115425416","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.2009.5350629
A. Mendonça, D. Guerrero, E. Costa
In the present paper we describe POP (problem oriented programming) - a teaching approach for introductory programming courses, aiming at developing students' skills in dealing with ill-defined problem specifications and programming. To evaluate this approach, a pilot case study was conducted during the second academic semester of 2008 in two classes of introductory programming lab of the computer science course at the Federal University of Campina Grande. The results of our case study have confirmed the effectiveness of this approach in terms of organization and completeness of problems' specifications. The innovative aspect of POP allows novices to deal with ill-defined problems, and to work out different activities of software engineering such as requirement elicitation, specification and tests. POP's main objective is to improve the traditional method of teaching introductory programming that concentrates mainly on codification.
{"title":"An approach for problem specification and its application in an Introductory Programming Course","authors":"A. Mendonça, D. Guerrero, E. Costa","doi":"10.1109/FIE.2009.5350629","DOIUrl":"https://doi.org/10.1109/FIE.2009.5350629","url":null,"abstract":"In the present paper we describe POP (problem oriented programming) - a teaching approach for introductory programming courses, aiming at developing students' skills in dealing with ill-defined problem specifications and programming. To evaluate this approach, a pilot case study was conducted during the second academic semester of 2008 in two classes of introductory programming lab of the computer science course at the Federal University of Campina Grande. The results of our case study have confirmed the effectiveness of this approach in terms of organization and completeness of problems' specifications. The innovative aspect of POP allows novices to deal with ill-defined problems, and to work out different activities of software engineering such as requirement elicitation, specification and tests. POP's main objective is to improve the traditional method of teaching introductory programming that concentrates mainly on codification.","PeriodicalId":129330,"journal":{"name":"2009 39th IEEE Frontiers in Education Conference","volume":"70 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":"115386255","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.2009.5350433
J. Heywood, W. Grimson, Russell Korte
Interest in philosophy and engineering continues to develop. Another special session was held at FIE 2008 and there was a complete paper session devoted to the topic. The second international workshop on philosophy and engineering followed. Many of the contributions at this workshop once again showed that general discussions about philosophy and engineering have outcomes that have implications for the engineering curriculum. An emerging strand relates to the idea that philosophy, in addition to ethics, should be taught in the engineering curriculum. How this should be done is a matter of debate. The questions posed relate to content and method. For example should it be a separate course or integrated into existing programmes, as for example design where there is already a relevant and high quality literature? Is it concerned with the acquisition of philosophical knowledge as covered by the traditional disciplines of knowledge or is it about helping students to develop a philosophical disposition?
{"title":"Special session - Teaching philosophy in engineering courses","authors":"J. Heywood, W. Grimson, Russell Korte","doi":"10.1109/FIE.2009.5350433","DOIUrl":"https://doi.org/10.1109/FIE.2009.5350433","url":null,"abstract":"Interest in philosophy and engineering continues to develop. Another special session was held at FIE 2008 and there was a complete paper session devoted to the topic. The second international workshop on philosophy and engineering followed. Many of the contributions at this workshop once again showed that general discussions about philosophy and engineering have outcomes that have implications for the engineering curriculum. An emerging strand relates to the idea that philosophy, in addition to ethics, should be taught in the engineering curriculum. How this should be done is a matter of debate. The questions posed relate to content and method. For example should it be a separate course or integrated into existing programmes, as for example design where there is already a relevant and high quality literature? Is it concerned with the acquisition of philosophical knowledge as covered by the traditional disciplines of knowledge or is it about helping students to develop a philosophical disposition?","PeriodicalId":129330,"journal":{"name":"2009 39th IEEE Frontiers in Education Conference","volume":"93 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":"116562531","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.2009.5350600
Denise M. Wilson, R. C. Campbell
Affective outcomes are highly underrepresented in engineering and CSET research at less than 1% of the overall body of education research in these technical fields. Yet, affective outcomes are a major player in the retention of women in engineering at the undergraduate level and are known in K-12 and higher education to have profound impacts on academic performance. This workshop looks at how to select established (reliable and valid) affective outcomes and fold them into existing engineering & CSET education research in a meaningful and informative way. This workshop will discus belonging and its companion outcome, psychological sense of community, which often impact students at the very start of their programs affecting persistence and retention. It will also examine self-efficacy and locus-of-control, which can have a more direct impact on academic performance, influencing test anxiety and team performance. Finally, it will look at broader relational measures, which indicate feelings of relatedness that can create emotional scaffolding to maintain stability during difficult academic times. Whether by self-report or by observation, these measures can be captured with a rigor equivalent to that of cognitive outcomes. In this workshop, we take a hands-on approach to incorporating affective outcomes into the toolbox of the engineering/CSET education researcher. Participants will have ample opportunity to consider, choose, and design affective outcomes into individual research projects and education interests.
{"title":"Workshop - filling in the gaps: The use of affective outcomes in engineering & CSET education research","authors":"Denise M. Wilson, R. C. Campbell","doi":"10.1109/FIE.2009.5350600","DOIUrl":"https://doi.org/10.1109/FIE.2009.5350600","url":null,"abstract":"Affective outcomes are highly underrepresented in engineering and CSET research at less than 1% of the overall body of education research in these technical fields. Yet, affective outcomes are a major player in the retention of women in engineering at the undergraduate level and are known in K-12 and higher education to have profound impacts on academic performance. This workshop looks at how to select established (reliable and valid) affective outcomes and fold them into existing engineering & CSET education research in a meaningful and informative way. This workshop will discus belonging and its companion outcome, psychological sense of community, which often impact students at the very start of their programs affecting persistence and retention. It will also examine self-efficacy and locus-of-control, which can have a more direct impact on academic performance, influencing test anxiety and team performance. Finally, it will look at broader relational measures, which indicate feelings of relatedness that can create emotional scaffolding to maintain stability during difficult academic times. Whether by self-report or by observation, these measures can be captured with a rigor equivalent to that of cognitive outcomes. In this workshop, we take a hands-on approach to incorporating affective outcomes into the toolbox of the engineering/CSET education researcher. Participants will have ample opportunity to consider, choose, and design affective outcomes into individual research projects and education interests.","PeriodicalId":129330,"journal":{"name":"2009 39th IEEE Frontiers in Education Conference","volume":"29 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":"121633674","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.2009.5350424
Julie A. Rursch, D. Jacobson
The IT-Adventures program is dedicated to increasing interest in and awareness of information technology among high school students using inquiry-based learning focused on three content areas: cyber defense, game design programming and robotics. The target audience for this project is high school students, especially those students who previously have not exhibited an interest in studying IT, as well as high school teachers, not necessarily information technology teachers, who would like to enhance their skills and teaching abilities in the IT area. The program combines educational programming, competitive events and service learning projects to accomplish its goals. This paper provides details about the IT-Adventures program, as well as the capstone event for students - the IT-Olympics. Lessons learned and demographic data from the first year are presented. Work being conducted in the second year of the program (the 2008–2009 academic year) is briefly discussed.
{"title":"IT-Adventures: Turning high school students “ON” to information technology","authors":"Julie A. Rursch, D. Jacobson","doi":"10.1109/FIE.2009.5350424","DOIUrl":"https://doi.org/10.1109/FIE.2009.5350424","url":null,"abstract":"The IT-Adventures program is dedicated to increasing interest in and awareness of information technology among high school students using inquiry-based learning focused on three content areas: cyber defense, game design programming and robotics. The target audience for this project is high school students, especially those students who previously have not exhibited an interest in studying IT, as well as high school teachers, not necessarily information technology teachers, who would like to enhance their skills and teaching abilities in the IT area. The program combines educational programming, competitive events and service learning projects to accomplish its goals. This paper provides details about the IT-Adventures program, as well as the capstone event for students - the IT-Olympics. Lessons learned and demographic data from the first year are presented. Work being conducted in the second year of the program (the 2008–2009 academic year) is briefly discussed.","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":"121884544","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.2009.5350775
K. Nickels, Matthew Sealey
The Embedded Systems Portability project investigates how to acquaint students in an engineering science curriculum with several important modern trends and practices in embedded system design. An overview of the program is given, and the specific objectives of several elective courses in electrical engineering are presented. The project also aims to provide a flexible but powerful controller for use in designs, most notably the open-ended senior design course. As these students are largely not deeply disciplinary, the trends of modular programming and functional portability need to be presented while minimizing prerequisite knowledge and skillsets. An embedded System on a Chip utilizing an ARM or a Power Architecture core is connected to a PCI-connected Complex Programmable Logic Device to provide computation power, flexible input/output, and a high bandwidth connection between the two. This powerful combination is connected to one of three representative plants for control. Example projects illustrating the portions of the system under study in several courses at Trinity are described.
{"title":"Embedded systems in an engineering science curriculum","authors":"K. Nickels, Matthew Sealey","doi":"10.1109/FIE.2009.5350775","DOIUrl":"https://doi.org/10.1109/FIE.2009.5350775","url":null,"abstract":"The Embedded Systems Portability project investigates how to acquaint students in an engineering science curriculum with several important modern trends and practices in embedded system design. An overview of the program is given, and the specific objectives of several elective courses in electrical engineering are presented. The project also aims to provide a flexible but powerful controller for use in designs, most notably the open-ended senior design course. As these students are largely not deeply disciplinary, the trends of modular programming and functional portability need to be presented while minimizing prerequisite knowledge and skillsets. An embedded System on a Chip utilizing an ARM or a Power Architecture core is connected to a PCI-connected Complex Programmable Logic Device to provide computation power, flexible input/output, and a high bandwidth connection between the two. This powerful combination is connected to one of three representative plants for control. Example projects illustrating the portions of the system under study in several courses at Trinity are described.","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":"122034607","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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