Engineering students are often forced to take courses in the humanities and social sciences. Even so, they rarely learn how to bridge the gap between the technical and nontechnical world. As a result, they usually fail to understand the significance of values in the every-day functioning of their craft. This paper describes a class module designed for the SUCCEED program at Georgia Tech that seeks to remedy this failure. It employs a case study of the American electric utility industry to demonstrate how power company managers-usually trained as engineers-adopted a value system based on growth in electricity consumption and big new technology. For decades, the public and utility regulators shared that value system, but when the energy crisis struck in the 1970s, the public and regulators adopted low-growth and environmentally-conscious values that conflicted with those held by managers. Ultimately, managers lost control over the industry. Today's turmoil in the utility industry can be explained partly by the changing value systems. Telling the story in the course module should alert engineering students to the importance of values and the social fabric as they practice their profession.
{"title":"Teaching about values and engineering: the American electric utility industry as a case study","authors":"R. Hirsh","doi":"10.1109/FIE.1995.483128","DOIUrl":"https://doi.org/10.1109/FIE.1995.483128","url":null,"abstract":"Engineering students are often forced to take courses in the humanities and social sciences. Even so, they rarely learn how to bridge the gap between the technical and nontechnical world. As a result, they usually fail to understand the significance of values in the every-day functioning of their craft. This paper describes a class module designed for the SUCCEED program at Georgia Tech that seeks to remedy this failure. It employs a case study of the American electric utility industry to demonstrate how power company managers-usually trained as engineers-adopted a value system based on growth in electricity consumption and big new technology. For decades, the public and utility regulators shared that value system, but when the energy crisis struck in the 1970s, the public and regulators adopted low-growth and environmentally-conscious values that conflicted with those held by managers. Ultimately, managers lost control over the industry. Today's turmoil in the utility industry can be explained partly by the changing value systems. Telling the story in the course module should alert engineering students to the importance of values and the social fabric as they practice their profession.","PeriodicalId":137465,"journal":{"name":"Proceedings Frontiers in Education 1995 25th Annual Conference. Engineering Education for the 21st Century","volume":"59 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":"122428873","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}
Educational researchers confirmed that active learning strategies will result in more retention of subject matter and a deeper comprehension of the concepts covered in a class. In part this is due to the fact that these strategies require that the learner assume more responsibility, during class, for the learning environment. In conjunction with active learning, much interest has been focused on cooperative learning strategies, which require that the students operate in a more cooperative, or team, mode versus the more traditional competitive modes. In this paper three electrical engineering courses at Texas A&M University which incorporated various active and cooperative learning strategies are presented. The information does not deepen the already present research on these strategies. However, it does present detailed examples of the assignments made which utilized active and cooperative learning, the adaptations in student grading procedures which were made, the attitudes of the students during the courses, and a brief follow-up on the students a year after the courses.
{"title":"Utilization of active and cooperative learning in EE courses: three classes and the results","authors":"K. Watson","doi":"10.1109/FIE.1995.483137","DOIUrl":"https://doi.org/10.1109/FIE.1995.483137","url":null,"abstract":"Educational researchers confirmed that active learning strategies will result in more retention of subject matter and a deeper comprehension of the concepts covered in a class. In part this is due to the fact that these strategies require that the learner assume more responsibility, during class, for the learning environment. In conjunction with active learning, much interest has been focused on cooperative learning strategies, which require that the students operate in a more cooperative, or team, mode versus the more traditional competitive modes. In this paper three electrical engineering courses at Texas A&M University which incorporated various active and cooperative learning strategies are presented. The information does not deepen the already present research on these strategies. However, it does present detailed examples of the assignments made which utilized active and cooperative learning, the adaptations in student grading procedures which were made, the attitudes of the students during the courses, and a brief follow-up on the students a year after the courses.","PeriodicalId":137465,"journal":{"name":"Proceedings Frontiers in Education 1995 25th Annual Conference. Engineering Education for the 21st Century","volume":"23 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":"126533068","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}
A first year engineering design sequence provides an opportunity to combine technical and team skills to successfully resolve open-ended problems. These problems provide students with a unique opportunity to develop management and communications skills to sell their technical ideas. The purpose of the quality management project is to modify this project-based curriculum with an emphasis on quality management. Quality management encompasses an organization and procedures to provide a product and service that respond to the needs of the customer. A survey of students' perceptions of quality management tied characteristics of educational and student quality to business quality. The benefit was a creative and exciting laboratory which simulated today's decision-making environments.
{"title":"Fluids transport competition-an integration of quality management and technical skill","authors":"R. Knecht","doi":"10.1109/FIE.1995.483197","DOIUrl":"https://doi.org/10.1109/FIE.1995.483197","url":null,"abstract":"A first year engineering design sequence provides an opportunity to combine technical and team skills to successfully resolve open-ended problems. These problems provide students with a unique opportunity to develop management and communications skills to sell their technical ideas. The purpose of the quality management project is to modify this project-based curriculum with an emphasis on quality management. Quality management encompasses an organization and procedures to provide a product and service that respond to the needs of the customer. A survey of students' perceptions of quality management tied characteristics of educational and student quality to business quality. The benefit was a creative and exciting laboratory which simulated today's decision-making environments.","PeriodicalId":137465,"journal":{"name":"Proceedings Frontiers in Education 1995 25th Annual Conference. Engineering Education for the 21st Century","volume":"3 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":"127324527","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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