A pair of courses, Foundations of Engineering I and II, form the two-semester engineering component of Foundation Coalition's integrated freshman year at the University of Alabama (UA). These courses replace two existing freshman engineering courses which are devoted to computer programming and engineering graphics. In order to present a more realistic and interesting introduction to engineering as a profession, the courses focuses on the engineering design process. Both courses are organized around four three-week-long design projects. The projects are selected from a variety of areas, covering the breadth of engineering disciplines taught at UA. The design projects also complement the current subject matter of the integrated mathematics, chemistry and physics courses. For example, while both physics and chemistry are introducing the ideal gas law, the engineering project involves the design of a compressed natural gas tank for an automotive application. Each design project requires a team report in written and oral form. The students are introduced to a variety of computer tools to aid their presentation of reports, such as word processors, spreadsheets and presentation packages. Student access to the Internet and e-mail is also provided. This paper provides an in-depth examination of the first of these two courses. It includes a brief overview of the relationships that exist between the integrated courses in the freshman year a detailed examination of the nature and scope of the design projects included within the course, and feedback from both faculty and students on the merits of the approach.
{"title":"Engineering design in the freshman year at the University of Alabama-Foundation Coalition program","authors":"J. Parker, D. Cordes, J. Richardson","doi":"10.1109/FIE.1995.483235","DOIUrl":"https://doi.org/10.1109/FIE.1995.483235","url":null,"abstract":"A pair of courses, Foundations of Engineering I and II, form the two-semester engineering component of Foundation Coalition's integrated freshman year at the University of Alabama (UA). These courses replace two existing freshman engineering courses which are devoted to computer programming and engineering graphics. In order to present a more realistic and interesting introduction to engineering as a profession, the courses focuses on the engineering design process. Both courses are organized around four three-week-long design projects. The projects are selected from a variety of areas, covering the breadth of engineering disciplines taught at UA. The design projects also complement the current subject matter of the integrated mathematics, chemistry and physics courses. For example, while both physics and chemistry are introducing the ideal gas law, the engineering project involves the design of a compressed natural gas tank for an automotive application. Each design project requires a team report in written and oral form. The students are introduced to a variety of computer tools to aid their presentation of reports, such as word processors, spreadsheets and presentation packages. Student access to the Internet and e-mail is also provided. This paper provides an in-depth examination of the first of these two courses. It includes a brief overview of the relationships that exist between the integrated courses in the freshman year a detailed examination of the nature and scope of the design projects included within the course, and feedback from both faculty and students on the merits of the approach.","PeriodicalId":137465,"journal":{"name":"Proceedings Frontiers in Education 1995 25th Annual Conference. Engineering Education for the 21st Century","volume":"208 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":"132221744","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 successful learning of an engineering student depends substantially on the instructor's ability to adapt instruction, both the content and the various teaching styles, to individual differences among students. The emergence of computer applications in education and training, such as intelligent tutoring systems, provides a viable alternative to achieve these teaching tasks. Computerized instruction is a significant tool for the effective application of adaptive teaching. ITS-Engineering is a tutoring system shell intended to provide a developing framework for applications in the engineering domains with less time and cost. Based on R.M. Gagne's (1985) instructional design and the multiple teaching style paradigm, the application is able to deliver instruction that adapts in both content and teaching styles. The available teaching styles in ITS-Engineering include instructor oriented, guided discovery, user initiated and exploratory styles. The instructor oriented and the guided discovery style represents the teacher control paradigm. In contrast, the user initiated and the exploratory style represent the learner control paradigm. The application of these teaching styles and their adapting capabilities are demonstrated in ITS-CPM (Intelligent Tutoring System for Construction and Project Management); an ITS application developed within the framework of ITS-Engineering.
工程专业学生的成功学习在很大程度上取决于教师适应教学的能力，包括教学内容和各种教学风格，以适应学生的个体差异。计算机在教育和培训中的应用，如智能辅导系统的出现，为实现这些教学任务提供了一个可行的替代方案。计算机化教学是适应性教学有效应用的重要工具。ITS-Engineering是一个辅导系统外壳，旨在以更少的时间和成本为工程领域的应用程序提供一个开发框架。基于R.M. Gagne(1985)的教学设计和多元教学风格范式，应用程序能够提供适应内容和教学风格的教学。资讯科技工程的教学模式包括指导者导向、引导式发现、使用者导向和探索式。以教师为导向和引导的发现风格代表了教师控制范式。相反，用户发起型和探索型代表学习者控制范式。并在ITS-CPM (Intelligent Tutoring System for Construction and Project Management)中展示了这些教学方式的应用及其适应能力;在资讯科技工程框架内开发的资讯科技应用系统。
{"title":"ITS-Engineering: providing adaptive teaching in the engineering tutor","authors":"C. Srisethanil, N. Baker","doi":"10.1109/FIE.1995.483025","DOIUrl":"https://doi.org/10.1109/FIE.1995.483025","url":null,"abstract":"The successful learning of an engineering student depends substantially on the instructor's ability to adapt instruction, both the content and the various teaching styles, to individual differences among students. The emergence of computer applications in education and training, such as intelligent tutoring systems, provides a viable alternative to achieve these teaching tasks. Computerized instruction is a significant tool for the effective application of adaptive teaching. ITS-Engineering is a tutoring system shell intended to provide a developing framework for applications in the engineering domains with less time and cost. Based on R.M. Gagne's (1985) instructional design and the multiple teaching style paradigm, the application is able to deliver instruction that adapts in both content and teaching styles. The available teaching styles in ITS-Engineering include instructor oriented, guided discovery, user initiated and exploratory styles. The instructor oriented and the guided discovery style represents the teacher control paradigm. In contrast, the user initiated and the exploratory style represent the learner control paradigm. The application of these teaching styles and their adapting capabilities are demonstrated in ITS-CPM (Intelligent Tutoring System for Construction and Project Management); an ITS application developed within the framework of ITS-Engineering.","PeriodicalId":137465,"journal":{"name":"Proceedings Frontiers in Education 1995 25th Annual Conference. Engineering Education for the 21st Century","volume":"45 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":"132130042","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}
In the early 1960s, the introductory course in engineering offered at Dartmouth's Thayer School of Engineering was re-designed to focus on the introduction and implementation of problem-solving strategies used by engineers in practice. In 1990, having determined that this course would find great interest among K-12 educational practitioners, we encapsulated it into a program for high school science and math teachers. "Engineering Concepts for the High School Classroom" includes an intensive summer workshop, post-workshop consultation and communication with Thayer School staff and other past participants, and materials development. The program offers teachers a framework wherein their students develop problem-solving skills requiring critical thinking, communication and teamwork. Within this framework, students are given the opportunity to define their own problems and develop original solutions to those problems. They make testable predictions and analyze test results, encounter the real world in the search for answers, take into account ideas from a variety of disciplines, and communicate their findings both in a traditional written format and orally to a review board composed of professionals in the field. As students develop new skills and learn to trust their own judgment, they also accomplish highly technical tasks, giving them solid expertise in their field of inquiry. This paper describes the program and its method provides examples of high school classroom results, and discusses its dissemination beyond Dartmouth through workshops composed and run by past participants in this program.
20世纪60年代初，达特茅斯大学塞耶工程学院(Thayer School of engineering)的工程入门课程被重新设计，重点放在工程师在实践中使用的问题解决策略的介绍和实施上。1990年，我们确定这门课程会在K-12教育从业者中引起极大的兴趣，于是我们把它浓缩成一个面向高中科学和数学教师的课程。“高中课堂工程概念”课程包括一个密集的夏季工作坊，工作坊结束后与塞耶学校的工作人员和其他过去的参与者进行咨询和交流，以及材料开发。该项目为教师提供了一个框架，在这个框架中，他们的学生培养了解决问题的能力，需要批判性思维、沟通和团队合作。在这个框架内，学生有机会定义自己的问题，并为这些问题制定原创的解决方案。他们做出可测试的预测并分析测试结果，在寻找答案的过程中遇到现实世界，考虑来自各种学科的想法，并以传统的书面形式和口头形式将他们的发现传达给由该领域专业人员组成的审查委员会。随着学生掌握新技能并学会相信自己的判断，他们也完成了高度技术性的任务，从而在自己的研究领域获得了扎实的专业知识。本文描述了该计划及其方法，提供了高中课堂结果的例子，并讨论了该计划通过由该计划的过去参与者组成和运行的研讨会在达特茅斯以外的传播。
{"title":"Engineering concepts in the high school classroom: the Dartmouth/Thayer problem-solving methods","authors":"C.B. Muller, J. Collier","doi":"10.1109/FIE.1995.483187","DOIUrl":"https://doi.org/10.1109/FIE.1995.483187","url":null,"abstract":"In the early 1960s, the introductory course in engineering offered at Dartmouth's Thayer School of Engineering was re-designed to focus on the introduction and implementation of problem-solving strategies used by engineers in practice. In 1990, having determined that this course would find great interest among K-12 educational practitioners, we encapsulated it into a program for high school science and math teachers. \"Engineering Concepts for the High School Classroom\" includes an intensive summer workshop, post-workshop consultation and communication with Thayer School staff and other past participants, and materials development. The program offers teachers a framework wherein their students develop problem-solving skills requiring critical thinking, communication and teamwork. Within this framework, students are given the opportunity to define their own problems and develop original solutions to those problems. They make testable predictions and analyze test results, encounter the real world in the search for answers, take into account ideas from a variety of disciplines, and communicate their findings both in a traditional written format and orally to a review board composed of professionals in the field. As students develop new skills and learn to trust their own judgment, they also accomplish highly technical tasks, giving them solid expertise in their field of inquiry. This paper describes the program and its method provides examples of high school classroom results, and discusses its dissemination beyond Dartmouth through workshops composed and run by past participants in this program.","PeriodicalId":137465,"journal":{"name":"Proceedings Frontiers in Education 1995 25th Annual Conference. Engineering Education for the 21st Century","volume":"484 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":"133697124","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 paper describes Polytechnic University's Graduate Program in Manufacturing Engineering. We have developed a manufacturing engineering program focused on generally applicable methods that serves the needs of students, industry and the university effectively. The experimental approach we advocate and teach is portable, broadly applicable, inexpensive to implement and well-tuned to producing increased productivity and profitability in military and commercial firms alike. Our approach concentrates on methods that increase profitability and competitiveness by improving quality, cycle-time, design and production. The program is offered full-time and part-time. Full-time students can obtain the M.S. degree in one year. Because the methods we teach are generally applicable they are portable. They are equally applicable in defense and commercial manufacturing and contribute strongly to developing the "dual-use" capability sought by the APRA/TRP program. Within the University the program is cost-effective helps to prepare students to work in the industrial environment, and helps to develop fruitful relationships with industry.
{"title":"Polytechnic University's paradigm for graduate manufacturing engineering education","authors":"C. Hoover","doi":"10.1109/FIE.1995.483065","DOIUrl":"https://doi.org/10.1109/FIE.1995.483065","url":null,"abstract":"The paper describes Polytechnic University's Graduate Program in Manufacturing Engineering. We have developed a manufacturing engineering program focused on generally applicable methods that serves the needs of students, industry and the university effectively. The experimental approach we advocate and teach is portable, broadly applicable, inexpensive to implement and well-tuned to producing increased productivity and profitability in military and commercial firms alike. Our approach concentrates on methods that increase profitability and competitiveness by improving quality, cycle-time, design and production. The program is offered full-time and part-time. Full-time students can obtain the M.S. degree in one year. Because the methods we teach are generally applicable they are portable. They are equally applicable in defense and commercial manufacturing and contribute strongly to developing the \"dual-use\" capability sought by the APRA/TRP program. Within the University the program is cost-effective helps to prepare students to work in the industrial environment, and helps to develop fruitful relationships with industry.","PeriodicalId":137465,"journal":{"name":"Proceedings Frontiers in Education 1995 25th Annual Conference. Engineering Education for the 21st Century","volume":"71 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":"124440254","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}
Two courses, BAE235: Engineering Biology (http://www.bae.ncsu.edu/bae/courses/bae235/) and BAE465: Biomedical Engineering Applications (http://www.bae.ncsu.edu/-bae/courses/bae465/), in the Biological Engineering curriculum of the Biological and Agricultural Engineering Department at North Carolina State University have made extensive use of the World Wide Web (1) to distribute course materials to students, (2) to obtain supplementary information from throughout the world, and (3) to provide a vehicle for multimedia student projects. Hot links were provided from the syllabus to the instructional objectives for the topics covered in each course. The "Engineering Biology" course also had links to homework assignments, to supplementary materials e.g. the Human Genome Project, and to instructional objectives for each lab. An e-mailer was provided to allow BAE235 students to send anonymous feedback to the instructors. Students in "Biomedical Engineering Applications" were given homework assignments which involved using the World Wide Web to find the home pages of other biological and biomedical engineering programs and to find examples of topics they were studying in class. In addition, the BAE465 students worked in groups to produce electronic term projects. Each group made an on-line presentation of its project to the class at the end of the term. These projects will form the basis for an introductory electronic textbook on biomedical engineering which will be available to the global community. BAE465 projects have also been linked to relevant topics in the syllabus for BAE235.
{"title":"Using the World Wide Web to teach biological engineering","authors":"S. Blanchard, Scott A. Hale","doi":"10.1109/FIE.1995.483226","DOIUrl":"https://doi.org/10.1109/FIE.1995.483226","url":null,"abstract":"Two courses, BAE235: Engineering Biology (http://www.bae.ncsu.edu/bae/courses/bae235/) and BAE465: Biomedical Engineering Applications (http://www.bae.ncsu.edu/-bae/courses/bae465/), in the Biological Engineering curriculum of the Biological and Agricultural Engineering Department at North Carolina State University have made extensive use of the World Wide Web (1) to distribute course materials to students, (2) to obtain supplementary information from throughout the world, and (3) to provide a vehicle for multimedia student projects. Hot links were provided from the syllabus to the instructional objectives for the topics covered in each course. The \"Engineering Biology\" course also had links to homework assignments, to supplementary materials e.g. the Human Genome Project, and to instructional objectives for each lab. An e-mailer was provided to allow BAE235 students to send anonymous feedback to the instructors. Students in \"Biomedical Engineering Applications\" were given homework assignments which involved using the World Wide Web to find the home pages of other biological and biomedical engineering programs and to find examples of topics they were studying in class. In addition, the BAE465 students worked in groups to produce electronic term projects. Each group made an on-line presentation of its project to the class at the end of the term. These projects will form the basis for an introductory electronic textbook on biomedical engineering which will be available to the global community. BAE465 projects have also been linked to relevant topics in the syllabus for BAE235.","PeriodicalId":137465,"journal":{"name":"Proceedings Frontiers in Education 1995 25th Annual Conference. Engineering Education for the 21st Century","volume":"43 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":"121154760","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}
Employment of the analytic hierarchy process (AHP) to assess the contributions of engineering student team members is described. The students perform this assessment as well as the instructor. The assessments are correlated with the individual team role assignments to making a final determination of the contribution of the individual to the team effort. Using this evaluation technique appears to provide candid student peer input for evaluations. AHP can be characterized as a multi-criteria decision technique in which qualitative factors are of prime of importance. A model of the problem is developed using a hierarchical representation. At the top of the hierarchy is the overall goal or prime objective one is seeking to fulfil. The succeeding lower levels then represent the progressive decomposition of the problem. The knowledgeable parties complete a pair-wise comparison of all entries in each level relative to each of the entries in the next higher level of the hierarchy. The composition of these judgments fixes the relative priority of the entities at the lowest level relative to achieving the top-most objective. A description of AHP for teams within a production engineering class is described. First, the lack of success with traditional student questionnaires to assess team performance is described, followed by a description of what appear to be more meaningful results when AHP is used. Finally, several complicating factors associated with this experiment, some tentative conclusions and a recommendation for continued investigation of the use of AHP for student evaluations are described.
{"title":"Student peer evaluations using the analytic hierarchy process method","authors":"L. Frair","doi":"10.1109/FIE.1995.483215","DOIUrl":"https://doi.org/10.1109/FIE.1995.483215","url":null,"abstract":"Employment of the analytic hierarchy process (AHP) to assess the contributions of engineering student team members is described. The students perform this assessment as well as the instructor. The assessments are correlated with the individual team role assignments to making a final determination of the contribution of the individual to the team effort. Using this evaluation technique appears to provide candid student peer input for evaluations. AHP can be characterized as a multi-criteria decision technique in which qualitative factors are of prime of importance. A model of the problem is developed using a hierarchical representation. At the top of the hierarchy is the overall goal or prime objective one is seeking to fulfil. The succeeding lower levels then represent the progressive decomposition of the problem. The knowledgeable parties complete a pair-wise comparison of all entries in each level relative to each of the entries in the next higher level of the hierarchy. The composition of these judgments fixes the relative priority of the entities at the lowest level relative to achieving the top-most objective. A description of AHP for teams within a production engineering class is described. First, the lack of success with traditional student questionnaires to assess team performance is described, followed by a description of what appear to be more meaningful results when AHP is used. Finally, several complicating factors associated with this experiment, some tentative conclusions and a recommendation for continued investigation of the use of AHP for student evaluations are described.","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":"128495742","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}
In Mexico, there were, until 1992, twelve engineering schools offering communication courses in areas of speciality in bachelor programs of different names. However, many private and public companies have shown insufficient human resources in this area. Meanwhile, the development of telecommunications has been growing exponentially in this country. Also in 1992, the Engineering School of the National Autonomous University of Mexico introduced a new undergraduate program in telecommunications engineering, the first one in Mexico. Small changes have been made in 1995 to follow international requirements, with the purpose of obtaining accreditation by other countries, especially by the other NAFTA countries. We present some characteristics of the program.
{"title":"The first telecommunications engineering undergraduate program at Mexico","authors":"A. Herrera, J. Reyes","doi":"10.1109/FIE.1995.483221","DOIUrl":"https://doi.org/10.1109/FIE.1995.483221","url":null,"abstract":"In Mexico, there were, until 1992, twelve engineering schools offering communication courses in areas of speciality in bachelor programs of different names. However, many private and public companies have shown insufficient human resources in this area. Meanwhile, the development of telecommunications has been growing exponentially in this country. Also in 1992, the Engineering School of the National Autonomous University of Mexico introduced a new undergraduate program in telecommunications engineering, the first one in Mexico. Small changes have been made in 1995 to follow international requirements, with the purpose of obtaining accreditation by other countries, especially by the other NAFTA countries. We present some characteristics of the program.","PeriodicalId":137465,"journal":{"name":"Proceedings Frontiers in Education 1995 25th Annual Conference. Engineering Education for the 21st Century","volume":"44 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":"117168339","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}
Suranaree University of Technology (SUT) is a newly established state university in Thailand. It is aimed at being the first fully autonomous one in the country. SUT's management principle of centralized and shared responsibilities is implemented at the Center for Scientific and Technological Equipment (CSTE), such that centralized utilization of laboratory equipment can be achieved. This paper describes the organizational arrangement of the center and its management of laboratories for engineering education. Finally, a manufacturing process laboratory set up for 750 engineering students, and a fundamental electrical engineering laboratory set up for 500 non-electrical engineering students are exemplified, with managerial aspects emphasized.
Suranaree University of Technology (SUT)是泰国一所新成立的国立大学。它的目标是成为该国第一个完全自主的汽车。科技装备中心实行集中责任共担的管理原则，实现实验室设备的集中利用。本文介绍了工程教育实验室中心的组织安排及其管理。最后，以面向750名工科学生的制造工艺实验室和面向500名非电气专业学生的基础电气工程实验室为例，强调了管理方面的问题。
{"title":"Centralized use of laboratory equipment for engineering education at SUT","authors":"V. Mangclaviraj, S. Sujitjorn, A. Intrachun","doi":"10.1109/FIE.1995.483222","DOIUrl":"https://doi.org/10.1109/FIE.1995.483222","url":null,"abstract":"Suranaree University of Technology (SUT) is a newly established state university in Thailand. It is aimed at being the first fully autonomous one in the country. SUT's management principle of centralized and shared responsibilities is implemented at the Center for Scientific and Technological Equipment (CSTE), such that centralized utilization of laboratory equipment can be achieved. This paper describes the organizational arrangement of the center and its management of laboratories for engineering education. Finally, a manufacturing process laboratory set up for 750 engineering students, and a fundamental electrical engineering laboratory set up for 500 non-electrical engineering students are exemplified, with managerial aspects emphasized.","PeriodicalId":137465,"journal":{"name":"Proceedings Frontiers in Education 1995 25th Annual Conference. Engineering Education for the 21st Century","volume":"10 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":"115403537","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}
Freshman engineering at West Virginia University is being revised. Our long standing commitment to design projects is retained, but goals are changing to include greater use of mathematics and computers and emphasis on college survival skills. Survival skills am divided into two areas: personal study habits and group study. A poll was taken of seniors, asking how much time they had spent on freshman courses. The same survey was given to the freshmen. The results were presented to the freshmen. Students wrote a schedule of classes and amusement time and the remaining time was discussed. We tried to help students decide how to use time efficiently. We reviewed the study habits of successful people, and note taking and homework exercises were discussed. Teaching styles, the utility of "old tests", preparation for tests, and test taking skills were reviewed. The engineering reliance on team work was discussed. Students were organized into study groups, and group study sessions were planned. The group concept as reinforced by the faculty throughout the course. Math homework was assigned to be done by the groups. Quizzes were given where the grade depends upon the group score. At this point, the results are primarily anecdotal. They appear to show the value of group study. Simple instruction in study skills by itself did nor produce the same success which was accomplished by the group activities m e conclude that reaching "how to study" is not as effective as teaching group study. Thus the focus should not be on simply teaching study skill but rather in teaching group study habits and enforcing this group activity.
{"title":"Incorporating study skills in a freshman engineering course","authors":"A. Stiller, W. Venable, R. McConnell","doi":"10.1109/FIE.1995.483242","DOIUrl":"https://doi.org/10.1109/FIE.1995.483242","url":null,"abstract":"Freshman engineering at West Virginia University is being revised. Our long standing commitment to design projects is retained, but goals are changing to include greater use of mathematics and computers and emphasis on college survival skills. Survival skills am divided into two areas: personal study habits and group study. A poll was taken of seniors, asking how much time they had spent on freshman courses. The same survey was given to the freshmen. The results were presented to the freshmen. Students wrote a schedule of classes and amusement time and the remaining time was discussed. We tried to help students decide how to use time efficiently. We reviewed the study habits of successful people, and note taking and homework exercises were discussed. Teaching styles, the utility of \"old tests\", preparation for tests, and test taking skills were reviewed. The engineering reliance on team work was discussed. Students were organized into study groups, and group study sessions were planned. The group concept as reinforced by the faculty throughout the course. Math homework was assigned to be done by the groups. Quizzes were given where the grade depends upon the group score. At this point, the results are primarily anecdotal. They appear to show the value of group study. Simple instruction in study skills by itself did nor produce the same success which was accomplished by the group activities m e conclude that reaching \"how to study\" is not as effective as teaching group study. Thus the focus should not be on simply teaching study skill but rather in teaching group study habits and enforcing this group activity.","PeriodicalId":137465,"journal":{"name":"Proceedings Frontiers in Education 1995 25th Annual Conference. Engineering Education for the 21st Century","volume":"5 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":"115719322","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 mathematics, science and engineering classrooms rarely give students opportunities to write other than traditional note-taking and laboratory report-writing. New ways of writing in these classrooms should be investigated and, if appropriate with learning objectives, implemented. This research focuses specifically on the possibility of integrating writing-to-learn assignments into an undergraduate physics course. 63 undergraduate physics students were involved in this study. 50 males and 13 females participated. There were 2 Asians, 2 African-Americans, 49 Caucasians, 2 Hispanics, 2 Indians, and 6 who did not indicate ethnicity. 13 majors were also represented. The students were given a list of studying techniques and asked to mark which ones they currently used and which ones they do not use but would use if it was proven beneficial. The students were asked to choose among drawing diagrams, reading the text, rewriting concepts in their own words, study groups and working problems. Of the current techniques surveyed, writing was the least used but was the most likely to be used if they were convinced of its benefits.
{"title":"Integrating composition in math, science and engineering courses","authors":"V. M. Johnson","doi":"10.1109/FIE.1995.483129","DOIUrl":"https://doi.org/10.1109/FIE.1995.483129","url":null,"abstract":"Most mathematics, science and engineering classrooms rarely give students opportunities to write other than traditional note-taking and laboratory report-writing. New ways of writing in these classrooms should be investigated and, if appropriate with learning objectives, implemented. This research focuses specifically on the possibility of integrating writing-to-learn assignments into an undergraduate physics course. 63 undergraduate physics students were involved in this study. 50 males and 13 females participated. There were 2 Asians, 2 African-Americans, 49 Caucasians, 2 Hispanics, 2 Indians, and 6 who did not indicate ethnicity. 13 majors were also represented. The students were given a list of studying techniques and asked to mark which ones they currently used and which ones they do not use but would use if it was proven beneficial. The students were asked to choose among drawing diagrams, reading the text, rewriting concepts in their own words, study groups and working problems. Of the current techniques surveyed, writing was the least used but was the most likely to be used if they were convinced of its benefits.","PeriodicalId":137465,"journal":{"name":"Proceedings Frontiers in Education 1995 25th Annual Conference. Engineering Education for the 21st Century","volume":"71 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":"114723911","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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