The ECSEL Coalition of Seven Engineering Schools is sponsored by the National Science Foundation and has as a primary mission the integration of engineering design into the curriculum. We emphasize beginning in the first year with the first course that introduces engineering. The schools are Howard University, MIT: Morgan State University, Penn State University, City College of New York, University of Washington and the University of Maryland. The ECSEL approach to freshman engineering education features new curricular materials and teaching methods and has as its objectives the following: (1) to introduce students to engineering as a discipline and as a process; (2) to introduce engineering skills, including critical thinking, negotiating, engineering graphics, and societal context; (3) to reinforce general skills such as writing and oral presentations; (4) to familiarize students with the teamwork necessary to complete most engineering tasks successfully; (5) to introduce engineering software tools such as word processing, engineering graphics (CAD), and spreadsheet calculations; and (6) to relate subsequent engineering science courses to engineering design. Students complete one or more product realization cycle(s) in a semester. They work in teams and design, manufacture and test an engineering product.
{"title":"Institutionalizing large scale change","authors":"T. Regan, P. Minderman","doi":"10.1109/FIE.1995.483091","DOIUrl":"https://doi.org/10.1109/FIE.1995.483091","url":null,"abstract":"The ECSEL Coalition of Seven Engineering Schools is sponsored by the National Science Foundation and has as a primary mission the integration of engineering design into the curriculum. We emphasize beginning in the first year with the first course that introduces engineering. The schools are Howard University, MIT: Morgan State University, Penn State University, City College of New York, University of Washington and the University of Maryland. The ECSEL approach to freshman engineering education features new curricular materials and teaching methods and has as its objectives the following: (1) to introduce students to engineering as a discipline and as a process; (2) to introduce engineering skills, including critical thinking, negotiating, engineering graphics, and societal context; (3) to reinforce general skills such as writing and oral presentations; (4) to familiarize students with the teamwork necessary to complete most engineering tasks successfully; (5) to introduce engineering software tools such as word processing, engineering graphics (CAD), and spreadsheet calculations; and (6) to relate subsequent engineering science courses to engineering design. Students complete one or more product realization cycle(s) in a semester. They work in teams and design, manufacture and test an engineering product.","PeriodicalId":137465,"journal":{"name":"Proceedings Frontiers in Education 1995 25th Annual Conference. Engineering Education for the 21st Century","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1995-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115011703","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}
Cristina H. Amon, S. Finger, D. Siewiorek, A. Smailagic
The Engineering Design Research Center (EDRC) at Carnegie Mellon University has created a two-semester design course that integrates research and education though industrially sponsored design projects. Over each of the six semesters that the course has been taught, teams of undergraduate and graduate students have designed, fabricated, and delivered a new generation of wearable computers. The Wearable Computer Design course at the EDRC is cross-disciplinary and inter-departmental, drawing students from four colleges in nine disciplines including five engineering departments (chemical engineering, civil and environmental engineering, electrical and computer engineering, mechanical engineering, and engineering and public policy), architecture, computer science, industrial administration and industrial design, The students in this course learn about design theory and practice, participate in research, and successfully deliver products to sponsors. Furthermore, the students are exposed to the complete cycle of design from concept through initial theoretical modeling and design, multi-disciplinary design tradeoffs to manufacturing, and finally to customer satisfaction and user feedback. This class also serves as a testbed for learning about the needs of a multi-disciplinary design team, for anticipating the needs of geographically-distributed design teams, for reflecting on the interplay between product design and design process, and for evaluating the design tools and design methodologies that have been developed at the EDRC. The paper describes the evolution of the Wearable Computer Design course, the integration of design education, design research and design practice in an interdepartmental course. It also describes the interplay between disciplines, between theory, practice and education, and between designers and users.
{"title":"Integration of design education, research and practice at Carnegie Mellon University: a multi-disciplinary course in wearable computer design","authors":"Cristina H. Amon, S. Finger, D. Siewiorek, A. Smailagic","doi":"10.1109/FIE.1995.483164","DOIUrl":"https://doi.org/10.1109/FIE.1995.483164","url":null,"abstract":"The Engineering Design Research Center (EDRC) at Carnegie Mellon University has created a two-semester design course that integrates research and education though industrially sponsored design projects. Over each of the six semesters that the course has been taught, teams of undergraduate and graduate students have designed, fabricated, and delivered a new generation of wearable computers. The Wearable Computer Design course at the EDRC is cross-disciplinary and inter-departmental, drawing students from four colleges in nine disciplines including five engineering departments (chemical engineering, civil and environmental engineering, electrical and computer engineering, mechanical engineering, and engineering and public policy), architecture, computer science, industrial administration and industrial design, The students in this course learn about design theory and practice, participate in research, and successfully deliver products to sponsors. Furthermore, the students are exposed to the complete cycle of design from concept through initial theoretical modeling and design, multi-disciplinary design tradeoffs to manufacturing, and finally to customer satisfaction and user feedback. This class also serves as a testbed for learning about the needs of a multi-disciplinary design team, for anticipating the needs of geographically-distributed design teams, for reflecting on the interplay between product design and design process, and for evaluating the design tools and design methodologies that have been developed at the EDRC. The paper describes the evolution of the Wearable Computer Design course, the integration of design education, design research and design practice in an interdepartmental course. It also describes the interplay between disciplines, between theory, practice and education, and between designers and users.","PeriodicalId":137465,"journal":{"name":"Proceedings Frontiers in Education 1995 25th Annual Conference. Engineering Education for the 21st Century","volume":"83 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1995-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127128517","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}
W. Callen, S.M. Jeter, A. Koblasz, G. Thuesen, H. Leep, H. Parsaei, T. A. Weigel, J.T. Luxhoi, C.S. Park, W. Sullivan
This paper presents the results of statistical analysis conducted on the data collected from a four-year project funded by National Science Foundation. The primary objective of this multi-year, project involving five institutions was to determine the performance of the engineering students in a core of four integrated engineering science courses featuring advanced design and economic content.
{"title":"Statistical analysis of students' performance in new engineering science core courses with economic and design concepts","authors":"W. Callen, S.M. Jeter, A. Koblasz, G. Thuesen, H. Leep, H. Parsaei, T. A. Weigel, J.T. Luxhoi, C.S. Park, W. Sullivan","doi":"10.1109/FIE.1995.483142","DOIUrl":"https://doi.org/10.1109/FIE.1995.483142","url":null,"abstract":"This paper presents the results of statistical analysis conducted on the data collected from a four-year project funded by National Science Foundation. The primary objective of this multi-year, project involving five institutions was to determine the performance of the engineering students in a core of four integrated engineering science courses featuring advanced design and economic content.","PeriodicalId":137465,"journal":{"name":"Proceedings Frontiers in Education 1995 25th Annual Conference. Engineering Education for the 21st Century","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1995-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115106064","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}
We describe how 3D modeling and visualization have been incorporated into a first year engineering concepts course at the University of Virginia. Previously we eliminated the traditional engineering graphics course and integrated that material into other courses. We now introduce geometric modeling, computer aided design, and the basic ideas of visualization to our students during their first semester. In their first CAD lesson, our students learn to construct a solid model, to view it from multiple perspectives and to render it. The second lesson introduces Boolean operations; the third, working in multiple spaces, the fourth, a variety of solid modeling techniques, and the fifth annotating a model. A sixth lesson covers the fundamental ideas of rendering. Thus, we start with three dimensional thinking and emphasize the importance of modeling and visualization to the engineering design process. Students find this approach exciting, challenging, and relevant. They learn to capture their ideas as 3D models, and gain an early understanding of the role of design in engineering.
{"title":"Incorporating 3D modeling and visualization in the first year engineering curriculum","authors":"L. Richards","doi":"10.1109/FIE.1995.483156","DOIUrl":"https://doi.org/10.1109/FIE.1995.483156","url":null,"abstract":"We describe how 3D modeling and visualization have been incorporated into a first year engineering concepts course at the University of Virginia. Previously we eliminated the traditional engineering graphics course and integrated that material into other courses. We now introduce geometric modeling, computer aided design, and the basic ideas of visualization to our students during their first semester. In their first CAD lesson, our students learn to construct a solid model, to view it from multiple perspectives and to render it. The second lesson introduces Boolean operations; the third, working in multiple spaces, the fourth, a variety of solid modeling techniques, and the fifth annotating a model. A sixth lesson covers the fundamental ideas of rendering. Thus, we start with three dimensional thinking and emphasize the importance of modeling and visualization to the engineering design process. Students find this approach exciting, challenging, and relevant. They learn to capture their ideas as 3D models, and gain an early understanding of the role of design in engineering.","PeriodicalId":137465,"journal":{"name":"Proceedings Frontiers in Education 1995 25th Annual Conference. Engineering Education for the 21st Century","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1995-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116051332","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}
L. Bellamy, B. McNeill, J. Balley, R. Roedel, W. Moor, I. Zwiebel, D. Laananen
Summary form only given, as follows. We describe a first year required course in engineering design, initiated at ASU in the Fall'94 semester. The organizing thread and philosophy for the course is the process of engineering, utilizing teaming and continuous improvement, based on Deming's fourteen points. Process is defined as a collection of interrelated tasks that take one from input to output in the engineering environment. The course has three components: Process Concepts, Design Laboratory, and Computer Modeling. In the concepts section, the emphasis is on a problem solving heuristic similar to the Deming Plan-Do-Check-Act process or the Boeing Seven Step problem solving process. The concepts section meets once a week for two hours in a large, multimedia classroom with a center podium and tables for teams of four students. The capacity of the concepts class is 120 students. The design laboratory component of the class has two main portions: (1) A Mechanical Dissection and Reassembly of an Artifact, in which the reassembly process is developed, documented, and evaluated using community volunteers for testing, and (2) An Artifact Design for Reproducible Performance in which an object is designed, constructed, and evaluated. In the Fall '94 semester students dissected a telephone for the reassembly process and constructed a mouse trap powered model airplane launcher for the artifact design process. In the computer modeling component of the course, students learn how to develop models conceptually and then evaluate these models with Excel spreadsheets and TKSolver. Nine different computer models are generated and evaluated in this portion of the course, which meets in a computer classroom which contains approximately 25 computers. The class combines active learning and technology enhanced education. More details of the course content and the assessment and evaluation of the student performance will be described in the talk.
{"title":"An introduction to engineering design: teaching the engineering process through teaming and the continuous improvement philosophy","authors":"L. Bellamy, B. McNeill, J. Balley, R. Roedel, W. Moor, I. Zwiebel, D. Laananen","doi":"10.1109/FIE.1995.483237","DOIUrl":"https://doi.org/10.1109/FIE.1995.483237","url":null,"abstract":"Summary form only given, as follows. We describe a first year required course in engineering design, initiated at ASU in the Fall'94 semester. The organizing thread and philosophy for the course is the process of engineering, utilizing teaming and continuous improvement, based on Deming's fourteen points. Process is defined as a collection of interrelated tasks that take one from input to output in the engineering environment. The course has three components: Process Concepts, Design Laboratory, and Computer Modeling. In the concepts section, the emphasis is on a problem solving heuristic similar to the Deming Plan-Do-Check-Act process or the Boeing Seven Step problem solving process. The concepts section meets once a week for two hours in a large, multimedia classroom with a center podium and tables for teams of four students. The capacity of the concepts class is 120 students. The design laboratory component of the class has two main portions: (1) A Mechanical Dissection and Reassembly of an Artifact, in which the reassembly process is developed, documented, and evaluated using community volunteers for testing, and (2) An Artifact Design for Reproducible Performance in which an object is designed, constructed, and evaluated. In the Fall '94 semester students dissected a telephone for the reassembly process and constructed a mouse trap powered model airplane launcher for the artifact design process. In the computer modeling component of the course, students learn how to develop models conceptually and then evaluate these models with Excel spreadsheets and TKSolver. Nine different computer models are generated and evaluated in this portion of the course, which meets in a computer classroom which contains approximately 25 computers. The class combines active learning and technology enhanced education. More details of the course content and the assessment and evaluation of the student performance will be described in the talk.","PeriodicalId":137465,"journal":{"name":"Proceedings Frontiers in Education 1995 25th Annual Conference. Engineering Education for the 21st Century","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1995-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116459620","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}
The College of Engineering at West Virginia University is experimenting with a new approach to freshmen engineering courses. These courses are based on engineering design projects, but the focus is on integrating math and science course material into the design project. Thus, to do the design, students are asked to utilize math and science principles from their courses via models for the design object. The results of the student designs indicate that mathematically rigorous and scientifically sound designs can be accomplished by freshmen students. Many of the freshmen designs rival upper class designs for similar projects.
西弗吉尼亚大学(West Virginia University)工程学院正在试验一种针对大一新生的工程课程的新方法。这些课程以工程设计项目为基础，但重点是将数学和科学课程材料融入设计项目。因此，在进行设计时，要求学生通过设计对象的模型来利用他们课程中的数学和科学原理。学生设计的结果表明，大一学生可以完成数学严谨、科学合理的设计。许多大一新生的设计可以与高年级学生的设计相媲美。
{"title":"Freshmen can do rigorous open-ended design","authors":"R. McConnell, W. Venable, A. Stiller","doi":"10.1109/FIE.1995.483147","DOIUrl":"https://doi.org/10.1109/FIE.1995.483147","url":null,"abstract":"The College of Engineering at West Virginia University is experimenting with a new approach to freshmen engineering courses. These courses are based on engineering design projects, but the focus is on integrating math and science course material into the design project. Thus, to do the design, students are asked to utilize math and science principles from their courses via models for the design object. The results of the student designs indicate that mathematically rigorous and scientifically sound designs can be accomplished by freshmen students. Many of the freshmen designs rival upper class designs for similar projects.","PeriodicalId":137465,"journal":{"name":"Proceedings Frontiers in Education 1995 25th Annual Conference. Engineering Education for the 21st Century","volume":"03 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1995-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129242980","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}
Develops a model of learning that differs greatly from traditional or intuitive models. This hard system is specifically designed for the context of problem-solving/higher-order thinking, rather than automatic learning. Research in educational psychology and cognitive science provides the basis for the model. Learning is the integration of new knowledge/behaviors into a framework, and subsequently recalling what is relevant in the appropriate situation. To understand learning, we must consider how new information is received and the stages through which new information is processed as it progresses from immediate sensory experience to long-term storage. It is also important to understand how novices and experts organize, analyze or encode, and then retrieve necessary information. In this particular case, engineering students are the novices and engineering educators are the experts. Teaching consists of organizing, planning, delivering and evaluating the content of the subject area. Teaching problem-solving in science requires a deep understanding of the subject matter, as well as an appreciation of the characteristics of the students, of presentation skills, and of evaluation techniques. This study presents a soft systems model for the craft of teaching, and develops a hard systems model for the science of learning.
{"title":"Systems model for learning","authors":"P. Buriak, B. McNurlen, J. Harper","doi":"10.1109/FIE.1995.483022","DOIUrl":"https://doi.org/10.1109/FIE.1995.483022","url":null,"abstract":"Develops a model of learning that differs greatly from traditional or intuitive models. This hard system is specifically designed for the context of problem-solving/higher-order thinking, rather than automatic learning. Research in educational psychology and cognitive science provides the basis for the model. Learning is the integration of new knowledge/behaviors into a framework, and subsequently recalling what is relevant in the appropriate situation. To understand learning, we must consider how new information is received and the stages through which new information is processed as it progresses from immediate sensory experience to long-term storage. It is also important to understand how novices and experts organize, analyze or encode, and then retrieve necessary information. In this particular case, engineering students are the novices and engineering educators are the experts. Teaching consists of organizing, planning, delivering and evaluating the content of the subject area. Teaching problem-solving in science requires a deep understanding of the subject matter, as well as an appreciation of the characteristics of the students, of presentation skills, and of evaluation techniques. This study presents a soft systems model for the craft of teaching, and develops a hard systems model for the science of learning.","PeriodicalId":137465,"journal":{"name":"Proceedings Frontiers in Education 1995 25th Annual Conference. Engineering Education for the 21st Century","volume":"250 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1995-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114335486","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}
The research is devoted to a micro context approach to computer technology education and to engineering of languages and software. The main idea for education is to study at first not a large multiparadigm language (such as Pascal or Logo), but the set of orthogonal microlanguages. Then to decompose any development task into micro contexts; each of them can best be supported with its specific micro sub language and to input and to interpret such multilevel specification in composite media. This has to include a set of independent components; each serves a specific kind of work with a specific primitive microlanguage (editing, compiling, interpreting, etc.). We propose always preparing a large language when studying a hierarchy of micro sub languages. The approach is assisted by the PYTHAGORAS media. Characteristic features of the PYTHAGORAS are microlanguage technology support, and an inclination to a "game style" based work.
{"title":"Hierarchical microcontext technology and graph environment PYTHAGORAS","authors":"V. V. Prokhorov","doi":"10.1109/FIE.1995.483032","DOIUrl":"https://doi.org/10.1109/FIE.1995.483032","url":null,"abstract":"The research is devoted to a micro context approach to computer technology education and to engineering of languages and software. The main idea for education is to study at first not a large multiparadigm language (such as Pascal or Logo), but the set of orthogonal microlanguages. Then to decompose any development task into micro contexts; each of them can best be supported with its specific micro sub language and to input and to interpret such multilevel specification in composite media. This has to include a set of independent components; each serves a specific kind of work with a specific primitive microlanguage (editing, compiling, interpreting, etc.). We propose always preparing a large language when studying a hierarchy of micro sub languages. The approach is assisted by the PYTHAGORAS media. Characteristic features of the PYTHAGORAS are microlanguage technology support, and an inclination to a \"game style\" based work.","PeriodicalId":137465,"journal":{"name":"Proceedings Frontiers in Education 1995 25th Annual Conference. Engineering Education for the 21st Century","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1995-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121560593","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}
We have studied how performance on the E&M (Electricity and Magnetism) portion of an Introductory Physics course may be enhanced by the careful choice of the exercises that the students perform. Exercises and homework problems are of two types; direct problems involve little more than the entry of numbers into a basic equation; and indirect problems requiring a solution strategy involving various subgoals which must be identified and achieved. By concentrating first on the development of basic skills through the technique of precision teaching and the use of simple direct problems, we show significant long term performance improvement, particularly among students at risk. We further examine how computer simulations can enhance intuitive reasoning and how the choice of a structured set of homework problems enhanced performance.
{"title":"Enhancement of intuitive reasoning through precision teaching and simulations","authors":"E. Thomas, J. Marr, N. Walker","doi":"10.1109/FIE.1995.483144","DOIUrl":"https://doi.org/10.1109/FIE.1995.483144","url":null,"abstract":"We have studied how performance on the E&M (Electricity and Magnetism) portion of an Introductory Physics course may be enhanced by the careful choice of the exercises that the students perform. Exercises and homework problems are of two types; direct problems involve little more than the entry of numbers into a basic equation; and indirect problems requiring a solution strategy involving various subgoals which must be identified and achieved. By concentrating first on the development of basic skills through the technique of precision teaching and the use of simple direct problems, we show significant long term performance improvement, particularly among students at risk. We further examine how computer simulations can enhance intuitive reasoning and how the choice of a structured set of homework problems enhanced performance.","PeriodicalId":137465,"journal":{"name":"Proceedings Frontiers in Education 1995 25th Annual Conference. Engineering Education for the 21st Century","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1995-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114805573","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}
Most undergraduate information Systems courses use some sort of Computer-Aided Systems and Software Engineering (CASE) tool to help the System Designers (cadets) graphically depict the proposed System under construction. Currently, at the United States Military Academy, we are in the process of identifying, evaluating and selecting an appropriate CASE tool for use by our Computer Science Engineering Sequence cadets. The cadets who will use the CASE tool are seniors completing a capstone design project with a local client. They have become system designers who must build an Information System to meet the needs of their client. The cadets only have 2 semesters to learn how to use a CASE tool and apply it to their system design using the six phases of the Systems Development Life Cycle (SDLC). The current CASE tool available to them is very robust and non user-friendly. As a result, little value is currently gained from the use of this CASE tool. That is why it is vital that a new user friendly CASE tool is acquired. We have developed a ten step method that will evaluate and select the most user friendly and cost efficient CASE tool for the cadets, which will ultimately improve present and future information System Designs. This method can take up to ten months from developing a initial scoring criterion to the final selection and procurement of a meaningful CASE tool.
{"title":"Improving student information system design through evaluation and selection of an appropriate CASE tool","authors":"M. Wallace, J. A. Crow","doi":"10.1109/FIE.1995.483073","DOIUrl":"https://doi.org/10.1109/FIE.1995.483073","url":null,"abstract":"Most undergraduate information Systems courses use some sort of Computer-Aided Systems and Software Engineering (CASE) tool to help the System Designers (cadets) graphically depict the proposed System under construction. Currently, at the United States Military Academy, we are in the process of identifying, evaluating and selecting an appropriate CASE tool for use by our Computer Science Engineering Sequence cadets. The cadets who will use the CASE tool are seniors completing a capstone design project with a local client. They have become system designers who must build an Information System to meet the needs of their client. The cadets only have 2 semesters to learn how to use a CASE tool and apply it to their system design using the six phases of the Systems Development Life Cycle (SDLC). The current CASE tool available to them is very robust and non user-friendly. As a result, little value is currently gained from the use of this CASE tool. That is why it is vital that a new user friendly CASE tool is acquired. We have developed a ten step method that will evaluate and select the most user friendly and cost efficient CASE tool for the cadets, which will ultimately improve present and future information System Designs. This method can take up to ten months from developing a initial scoring criterion to the final selection and procurement of a meaningful CASE tool.","PeriodicalId":137465,"journal":{"name":"Proceedings Frontiers in Education 1995 25th Annual Conference. Engineering Education for the 21st Century","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1995-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127616029","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：