Pub Date : 2018-03-10DOI: 10.1109/ISECON.2018.8340461
Merlinda Drini
This paper presents the implementation of additional learning methods in teaching computer programming techniques in an undergraduate computer engineering education course. In the first semesters of this study, (2013–2014), a traditional instructional delivery of the computer programming was used. In the following semesters (2014–2016), project based service-learning and active learning was employed, as an evaluation tool to assess the students' motivation to learn. Their learning outcomes were compared to the first semester students' outcomes, known as a control group. We present the results conducted in six successive semesters, where total of 75 students participated. The results indicate that using active learning strategies increase their active participation and the ability to think logically, while engaging students in service-learning, gives them the opportunity to broaden their educational experience outside classroom projects, and boosts their self-efficacy.
{"title":"Using new methodologies in teaching computer programming","authors":"Merlinda Drini","doi":"10.1109/ISECON.2018.8340461","DOIUrl":"https://doi.org/10.1109/ISECON.2018.8340461","url":null,"abstract":"This paper presents the implementation of additional learning methods in teaching computer programming techniques in an undergraduate computer engineering education course. In the first semesters of this study, (2013–2014), a traditional instructional delivery of the computer programming was used. In the following semesters (2014–2016), project based service-learning and active learning was employed, as an evaluation tool to assess the students' motivation to learn. Their learning outcomes were compared to the first semester students' outcomes, known as a control group. We present the results conducted in six successive semesters, where total of 75 students participated. The results indicate that using active learning strategies increase their active participation and the ability to think logically, while engaging students in service-learning, gives them the opportunity to broaden their educational experience outside classroom projects, and boosts their self-efficacy.","PeriodicalId":186215,"journal":{"name":"2018 IEEE Integrated STEM Education Conference (ISEC)","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123245656","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-03-10DOI: 10.1109/ISECON.2018.8340469
Eric J. Markvicka, S. Rich, Jiahe Liao, H. Zaini, C. Majidi
There has been growing popularity in do-it-yourself (DIY) electronics for wearable computing and human-machine interaction. This has introduced exciting opportunities to promote science, technology, engineering, art, and mathematics (STEAM) education that highlights the intersection of electronics, materials, and artistic expression. Here, we present a systematic guide to a low-cost (<$10 per student) outreach workshop on wearable electronics for middle school students (and potentially high school students with minor modifications) that is complementary to existing STEM outreach programs. In this workshop, students use basic craft skills to fabricate a wearable human-computer interface out of commercially available materials. The device is interfaced with a computer via open-source hardware and software, using the universal serial bus (USB) human interface device (HID) protocol. The workshop exposes students to wearable technologies, a rapidly growing and exciting sub-domain of the electronics industry, and provides a fun and engaging hands-on activity that draws connections between fashion, technology, and personal electronics.
{"title":"Low-cost wearable human-computer interface with conductive fabric for STEAM education","authors":"Eric J. Markvicka, S. Rich, Jiahe Liao, H. Zaini, C. Majidi","doi":"10.1109/ISECON.2018.8340469","DOIUrl":"https://doi.org/10.1109/ISECON.2018.8340469","url":null,"abstract":"There has been growing popularity in do-it-yourself (DIY) electronics for wearable computing and human-machine interaction. This has introduced exciting opportunities to promote science, technology, engineering, art, and mathematics (STEAM) education that highlights the intersection of electronics, materials, and artistic expression. Here, we present a systematic guide to a low-cost (<$10 per student) outreach workshop on wearable electronics for middle school students (and potentially high school students with minor modifications) that is complementary to existing STEM outreach programs. In this workshop, students use basic craft skills to fabricate a wearable human-computer interface out of commercially available materials. The device is interfaced with a computer via open-source hardware and software, using the universal serial bus (USB) human interface device (HID) protocol. The workshop exposes students to wearable technologies, a rapidly growing and exciting sub-domain of the electronics industry, and provides a fun and engaging hands-on activity that draws connections between fashion, technology, and personal electronics.","PeriodicalId":186215,"journal":{"name":"2018 IEEE Integrated STEM Education Conference (ISEC)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130799287","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-03-01DOI: 10.1109/ISECON.2018.8340470
Nikitha Ramohalli, Tosiron Adegbija
STEM (Science, Technology, Engineering and Math) initiatives like makerspaces, open-source projects, engineering education etc., influence each other in a larger STEM ecosystem. This ecosystem extends beyond the traditional academic classroom into independent non-expert spaces and large corporate environments, and is critical to the innovative design of novel, efficient, and user-specific Internet of Things (IoT) devices. Although development boards have been commonly used in STEM programs and by engineers for initial design prototyping, these boards are not an ideal solution for non-expert users. Existing development boards lack the flexibility required to enable the rapid development and easy personalization of emerging IoT devices. In this paper, we survey modular electronic technologies used for education and suggest that modular electronics are the sustainable solution for a lightweight, versatile, and easily personalized generation of electronic devices. Modular electronics are application specific circuit pieces that can be combined in different configurations to create many different common devices like mobile phones or tablets. Modular electronics address obvious gaps in the STEM ecosystem, and consequently, the IoT space by allowing rapid prototyping and user-controlled reconfigurability.
{"title":"Modular electronics for broadening non-expert participation in STEM innovation: An IoT perspective","authors":"Nikitha Ramohalli, Tosiron Adegbija","doi":"10.1109/ISECON.2018.8340470","DOIUrl":"https://doi.org/10.1109/ISECON.2018.8340470","url":null,"abstract":"STEM (Science, Technology, Engineering and Math) initiatives like makerspaces, open-source projects, engineering education etc., influence each other in a larger STEM ecosystem. This ecosystem extends beyond the traditional academic classroom into independent non-expert spaces and large corporate environments, and is critical to the innovative design of novel, efficient, and user-specific Internet of Things (IoT) devices. Although development boards have been commonly used in STEM programs and by engineers for initial design prototyping, these boards are not an ideal solution for non-expert users. Existing development boards lack the flexibility required to enable the rapid development and easy personalization of emerging IoT devices. In this paper, we survey modular electronic technologies used for education and suggest that modular electronics are the sustainable solution for a lightweight, versatile, and easily personalized generation of electronic devices. Modular electronics are application specific circuit pieces that can be combined in different configurations to create many different common devices like mobile phones or tablets. Modular electronics address obvious gaps in the STEM ecosystem, and consequently, the IoT space by allowing rapid prototyping and user-controlled reconfigurability.","PeriodicalId":186215,"journal":{"name":"2018 IEEE Integrated STEM Education Conference (ISEC)","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125924866","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-03-01DOI: 10.1109/ISECON.2018.8340473
S. B. Son, K. B. Tan
Plastic is commonly known as the non-biodegradable material that is widely used in different products. Plastics can be used in various ways; in fact, it is widely utilized in the field of construction and engineering consuming 9.6 million tons of plastic last 2014 (PlasticsEurope, 2016). In this paper, the researchers focused on the different effects of plastic materials on the strength of concrete. Numerous studies showed different results of the compressive strength of plastic. Safinia and Alkalbani (2016) reported that using recycle plastic bottles as additives can increase the compressive strength by 57%. However, Jibrael and Peter (2016) argued that using waste plastic bottles reduces the compressive, tensile, and flexural strength of concrete. This research further investigated the gap in the existing literature by testing the capacity of plastic — polyethylene mesh as strengthening aggregate for concrete. The research is composed of two separate experiments: the first experiment tested the compressive strength of concrete with polyethylene mesh aggregate, and the second experiment showed the diminishing effects on the compressive strength of polyethylene mesh aggregate concrete. Both experiments were tested in three trials per set-up using the hydraulic press as the tool to measure compressive strength in metric tons. The concrete mixture was made with mixing water, cement, and sand with 2:3 ratio between cement and sand consisting 400 mL of cement, and 600 mL of sand. The first experiment focused on comparing the compressive strength between the standard concrete and the polyethylene mesh concrete. The hypothesis: “If two sheets of polyethylene mesh is added to the concrete, then that concrete will have the highest compressive strength.” The hypothesis was tested through an experimentation and a statistical test (F-Test). The experiment had a total of 9 samples with three setups: the first set-up had no polyethylene mesh added; which is also serves as the control set-up, the second set-up had one sheet of polyethylene mesh and the third set-up had two sheets of polyethylene mesh. A small metal bar was used together with the piston of the hydraulic press in the first experiment. This may be a factor that possibly made a difference between the results of the first and the second experiment. The statistical result showed a p — value of 0.0004 and an F — score of 39.335 which was larger than the alpha value of 0.05 which means there was statistical difference between the 3 set — ups. The results showed that the set-up with the 2 sheets of polyethylene mesh has the highest compressive strength among all the set-ups, proving the researchers' hypothesis correct.
{"title":"Testing the capacity of polyethylene mesh as strengthening aggregate for concrete","authors":"S. B. Son, K. B. Tan","doi":"10.1109/ISECON.2018.8340473","DOIUrl":"https://doi.org/10.1109/ISECON.2018.8340473","url":null,"abstract":"Plastic is commonly known as the non-biodegradable material that is widely used in different products. Plastics can be used in various ways; in fact, it is widely utilized in the field of construction and engineering consuming 9.6 million tons of plastic last 2014 (PlasticsEurope, 2016). In this paper, the researchers focused on the different effects of plastic materials on the strength of concrete. Numerous studies showed different results of the compressive strength of plastic. Safinia and Alkalbani (2016) reported that using recycle plastic bottles as additives can increase the compressive strength by 57%. However, Jibrael and Peter (2016) argued that using waste plastic bottles reduces the compressive, tensile, and flexural strength of concrete. This research further investigated the gap in the existing literature by testing the capacity of plastic — polyethylene mesh as strengthening aggregate for concrete. The research is composed of two separate experiments: the first experiment tested the compressive strength of concrete with polyethylene mesh aggregate, and the second experiment showed the diminishing effects on the compressive strength of polyethylene mesh aggregate concrete. Both experiments were tested in three trials per set-up using the hydraulic press as the tool to measure compressive strength in metric tons. The concrete mixture was made with mixing water, cement, and sand with 2:3 ratio between cement and sand consisting 400 mL of cement, and 600 mL of sand. The first experiment focused on comparing the compressive strength between the standard concrete and the polyethylene mesh concrete. The hypothesis: “If two sheets of polyethylene mesh is added to the concrete, then that concrete will have the highest compressive strength.” The hypothesis was tested through an experimentation and a statistical test (F-Test). The experiment had a total of 9 samples with three setups: the first set-up had no polyethylene mesh added; which is also serves as the control set-up, the second set-up had one sheet of polyethylene mesh and the third set-up had two sheets of polyethylene mesh. A small metal bar was used together with the piston of the hydraulic press in the first experiment. This may be a factor that possibly made a difference between the results of the first and the second experiment. The statistical result showed a p — value of 0.0004 and an F — score of 39.335 which was larger than the alpha value of 0.05 which means there was statistical difference between the 3 set — ups. The results showed that the set-up with the 2 sheets of polyethylene mesh has the highest compressive strength among all the set-ups, proving the researchers' hypothesis correct.","PeriodicalId":186215,"journal":{"name":"2018 IEEE Integrated STEM Education Conference (ISEC)","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116721917","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-03-01DOI: 10.1109/ISECON.2018.8340487
Yi Li, Xiaoning Zhai
In this paper, we discuss STEM (Science, Technology, Engineering and Mathematics) research program in the High School Affiliated to Renmin University (RDFZ) of China in the context of domestic high school curriculum reform in China. After introducing the STEM related official polices and measures issued by the Ministry of Education, we introduce the idea, curriculum setting, assessments and implementation timeline of STEM Research Program in RDFZ. Then we take three cases in mathematics and engineering fields to demonstrate how to address students' mathematics and engineering competencies through our practice. The innovative idea is to construct an opening community to implement flexible talent cultivation including introducing the cutting-edge technology to students' research scope; joint industry-school cooperation enhancing real situation problem; intercultural peer cooperation both in students and teachers counterpart. Due to this meaningful practice, we have achieved inspiring results. We constructed novel integrated STEM curriculum models and cases such as couple-disciplinary, star-disciplinary and inter-disciplinary structure. We formed new-style teaching and learning relationship that is teacher-student collaborative scientific research. We encourage students to publish their scientific results and implement students' key competencies based on project based learning in real situation. This program also enriches students' academic interests and career exploration, bridging the gap between basic and higher education.
本文在国内高中课程改革的背景下，对人大附中STEM (Science, Technology, Engineering and Mathematics，科学、技术、工程和数学)研究项目进行了探讨。在介绍了教育部颁布的STEM相关官方政策措施后，我们介绍了RDFZ STEM研究计划的理念、课程设置、评估和实施时间表。然后，我们以数学和工程领域的三个案例来演示如何通过我们的实践来解决学生的数学和工程能力。创新思路是构建开放式社区，实施灵活的人才培养，包括将前沿技术引入学生的研究范围;产学研合作提升实景问题;跨文化同伴合作中既有学生也有教师对等。由于这一有意义的实践，我们取得了鼓舞人心的成果。构建了双学科、明星学科、跨学科结构等新颖的STEM综合课程模式和案例。形成了师生合作科研的新型教与学关系。我们鼓励学生发表他们的科学成果，并在项目式学习的基础上将学生的关键能力运用到实际情况中。该项目还丰富了学生的学术兴趣和职业探索，弥合了基础教育和高等教育之间的差距。
{"title":"Implementing high school mathematics and engineering competencies: The RDFZ integrated STEM research program and practice","authors":"Yi Li, Xiaoning Zhai","doi":"10.1109/ISECON.2018.8340487","DOIUrl":"https://doi.org/10.1109/ISECON.2018.8340487","url":null,"abstract":"In this paper, we discuss STEM (Science, Technology, Engineering and Mathematics) research program in the High School Affiliated to Renmin University (RDFZ) of China in the context of domestic high school curriculum reform in China. After introducing the STEM related official polices and measures issued by the Ministry of Education, we introduce the idea, curriculum setting, assessments and implementation timeline of STEM Research Program in RDFZ. Then we take three cases in mathematics and engineering fields to demonstrate how to address students' mathematics and engineering competencies through our practice. The innovative idea is to construct an opening community to implement flexible talent cultivation including introducing the cutting-edge technology to students' research scope; joint industry-school cooperation enhancing real situation problem; intercultural peer cooperation both in students and teachers counterpart. Due to this meaningful practice, we have achieved inspiring results. We constructed novel integrated STEM curriculum models and cases such as couple-disciplinary, star-disciplinary and inter-disciplinary structure. We formed new-style teaching and learning relationship that is teacher-student collaborative scientific research. We encourage students to publish their scientific results and implement students' key competencies based on project based learning in real situation. This program also enriches students' academic interests and career exploration, bridging the gap between basic and higher education.","PeriodicalId":186215,"journal":{"name":"2018 IEEE Integrated STEM Education Conference (ISEC)","volume":"78 1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129714229","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-03-01DOI: 10.1109/ISECON.2018.8340485
Zain Khan, Marwan Bit, Amine Bit
Our poster will highlight the effectiveness of different digital resources based on the feedback of 8th and 9th grade students as well as 8th and 9th grade teachers. Based on the feedback from students and teachers, we analyze which digital technology resource was the most effective. Our analysis is aimed at finding the agreements and differences between students in different grade levels and teachers for those grades. We also highlight the data that we have collected during the surveys. The paper also includes objectives of this study, and other future works we can do regarding this topic or even in other areas. The surveys for this study were based on asking for student and teacher opinions of how effective different digital resources such as Kahoot and Quizlet were in their courses. We include examples and feedback of different students and teachers. We analyze the survey responses to observe if the two sides think differently or actually have any similarities. We also wanted to know how the integration of technology in classroom affected the student learning and how it can be changed to enhance the level of student learning. We also compare different digital resources and technologies that can help improve the quality and success of learning in high school and middle school classrooms.
{"title":"Effect of using digital resources for flipped instruction in an 8th grade classroom","authors":"Zain Khan, Marwan Bit, Amine Bit","doi":"10.1109/ISECON.2018.8340485","DOIUrl":"https://doi.org/10.1109/ISECON.2018.8340485","url":null,"abstract":"Our poster will highlight the effectiveness of different digital resources based on the feedback of 8th and 9th grade students as well as 8th and 9th grade teachers. Based on the feedback from students and teachers, we analyze which digital technology resource was the most effective. Our analysis is aimed at finding the agreements and differences between students in different grade levels and teachers for those grades. We also highlight the data that we have collected during the surveys. The paper also includes objectives of this study, and other future works we can do regarding this topic or even in other areas. The surveys for this study were based on asking for student and teacher opinions of how effective different digital resources such as Kahoot and Quizlet were in their courses. We include examples and feedback of different students and teachers. We analyze the survey responses to observe if the two sides think differently or actually have any similarities. We also wanted to know how the integration of technology in classroom affected the student learning and how it can be changed to enhance the level of student learning. We also compare different digital resources and technologies that can help improve the quality and success of learning in high school and middle school classrooms.","PeriodicalId":186215,"journal":{"name":"2018 IEEE Integrated STEM Education Conference (ISEC)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130382734","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-03-01DOI: 10.1109/ISECON.2018.8340501
K. Perusich
The Purdue Polytechnic-South Bend has been offering an electric karting camp since 2013. The camp, open to high school students, is designed to give these students a sampling of the technologies and theories involved in electric vehicles. The original targeted audience was juniors and seniors in high school, with the idea being to influence them to pursue STEM as a major in college. For a variety of reasons the camp has more and more been attended by freshmen and sophomores instead. This has required a change in content and philosophy of the sessions of the camp. This paper describes this evolution as the participants have become younger.
{"title":"An electric karting camp to attract high school students to a STEM career: Phase 2","authors":"K. Perusich","doi":"10.1109/ISECON.2018.8340501","DOIUrl":"https://doi.org/10.1109/ISECON.2018.8340501","url":null,"abstract":"The Purdue Polytechnic-South Bend has been offering an electric karting camp since 2013. The camp, open to high school students, is designed to give these students a sampling of the technologies and theories involved in electric vehicles. The original targeted audience was juniors and seniors in high school, with the idea being to influence them to pursue STEM as a major in college. For a variety of reasons the camp has more and more been attended by freshmen and sophomores instead. This has required a change in content and philosophy of the sessions of the camp. This paper describes this evolution as the participants have become younger.","PeriodicalId":186215,"journal":{"name":"2018 IEEE Integrated STEM Education Conference (ISEC)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126453472","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-03-01DOI: 10.1109/ISECON.2018.8340505
Ralph C. Tillinghast, Edward A. Petersen, M. Mansouri
Science, Technology, Engineering and Math (STEM) outreach still continues to be a viable method to grow young minds interest in these key disciplines. STEM outreach can be found in a verity of forms and duration. One method to engage young minds in STEM is through challenging them to solve problems. An effective method for this is through the use of presenting students with engineering problems to solve. These can be short exercises or long term projects that are tackled over months. This paper utilizes an established engineering challenge based STEM outreach workshop to understand the utilization of different venues for conducting outreach. These challenges present students with a defined problem that needs to be completed within a forty-five to sixty minute window. Typically the students are given a clear set of requirements and supplies that can be utilized to develop a solution to the task. These engineering challenges are presented in detail. Discussion of the different venues utilized is also provided. These include in classroom, summer camp and library venues. Each of these venues allow for reaching different demographics of students. Survey findings are presented to illustrate similarities and differences between venue types. These surveys measured STEM interest levels of students before and after participating in the workshop event. Overall these finding hope to aid other STEM outreach providers in developing outreach programs that can be effective throughout numerus location and venue types.
{"title":"Comparing effectiveness of STEM outreach venues utilizing engineering challenges","authors":"Ralph C. Tillinghast, Edward A. Petersen, M. Mansouri","doi":"10.1109/ISECON.2018.8340505","DOIUrl":"https://doi.org/10.1109/ISECON.2018.8340505","url":null,"abstract":"Science, Technology, Engineering and Math (STEM) outreach still continues to be a viable method to grow young minds interest in these key disciplines. STEM outreach can be found in a verity of forms and duration. One method to engage young minds in STEM is through challenging them to solve problems. An effective method for this is through the use of presenting students with engineering problems to solve. These can be short exercises or long term projects that are tackled over months. This paper utilizes an established engineering challenge based STEM outreach workshop to understand the utilization of different venues for conducting outreach. These challenges present students with a defined problem that needs to be completed within a forty-five to sixty minute window. Typically the students are given a clear set of requirements and supplies that can be utilized to develop a solution to the task. These engineering challenges are presented in detail. Discussion of the different venues utilized is also provided. These include in classroom, summer camp and library venues. Each of these venues allow for reaching different demographics of students. Survey findings are presented to illustrate similarities and differences between venue types. These surveys measured STEM interest levels of students before and after participating in the workshop event. Overall these finding hope to aid other STEM outreach providers in developing outreach programs that can be effective throughout numerus location and venue types.","PeriodicalId":186215,"journal":{"name":"2018 IEEE Integrated STEM Education Conference (ISEC)","volume":"370 2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115566354","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-03-01DOI: 10.1109/ISECON.2018.8340466
A. Ravishankar Rao
The high usage of cell phones amongst students attending college appears to be impacting their attention spans and performance. Rather than admonishing students for the usage of cell phones in class, we explore a different approach. The intervention explored in this paper consists of assigning the students a recent article about the effect of cell phones on productivity and asking the students to complete a short reflection essay on this article. The study was conducted on 40 undergraduate students in a course on Assembly Language Programming in Fall 2017. The results of this intervention indicate that students are not aware of the recent research in the relationships between cell phone usage and productivity. A survey gauged the impact of this article on the students. Nearly 97% of the respondents reported that their awareness of the negative impact of cell phone usage on productivity increased. 78% of the respondents indicated that they were able to apply this awareness advantageously to become more productive in other courses. In addition to observing this positive change in student behavior, we computed a simple metric from the reflection essay submitted by the students. The metric, consisting of the word count of this essay had a correlation of 0.38 (p = 0.026) with the final grade for the course. This metric was computed within the first week of the course, and has reasonable predictive power to identify students who may need extra attention. This has the potential to improve student retention.
{"title":"Simultaneously educating students about the impact of cell phone usage while creating a metric to predict their performance","authors":"A. Ravishankar Rao","doi":"10.1109/ISECON.2018.8340466","DOIUrl":"https://doi.org/10.1109/ISECON.2018.8340466","url":null,"abstract":"The high usage of cell phones amongst students attending college appears to be impacting their attention spans and performance. Rather than admonishing students for the usage of cell phones in class, we explore a different approach. The intervention explored in this paper consists of assigning the students a recent article about the effect of cell phones on productivity and asking the students to complete a short reflection essay on this article. The study was conducted on 40 undergraduate students in a course on Assembly Language Programming in Fall 2017. The results of this intervention indicate that students are not aware of the recent research in the relationships between cell phone usage and productivity. A survey gauged the impact of this article on the students. Nearly 97% of the respondents reported that their awareness of the negative impact of cell phone usage on productivity increased. 78% of the respondents indicated that they were able to apply this awareness advantageously to become more productive in other courses. In addition to observing this positive change in student behavior, we computed a simple metric from the reflection essay submitted by the students. The metric, consisting of the word count of this essay had a correlation of 0.38 (p = 0.026) with the final grade for the course. This metric was computed within the first week of the course, and has reasonable predictive power to identify students who may need extra attention. This has the potential to improve student retention.","PeriodicalId":186215,"journal":{"name":"2018 IEEE Integrated STEM Education Conference (ISEC)","volume":"98 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123537218","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-03-01DOI: 10.1109/ISECON.2018.8340490
Deborah Hecht, Jennie Chiu, Ishwar Bridgelal, David Burghardt
Research demonstrates that out-of-school STEM experiences can influence career development and STEM persistence [1]. However, helping students engage with science, technology, engineering, and mathematics (STEM) concepts and practices in out-of-school settings can be particularly challenging since youth are often able to choose to drop in or out and inconsistent attendance is the norm. Studying and documenting student learning becomes even more complex when facilitators of out-of-school time activities have limited experience and/or comfort with STEM concepts and practices. This paper explores how tablet-based technologies that support Knowledge Integration (KI) and informed design can support out-of-school STEM learning. The paper presents a case study of a program implemented in a mid-Atlantic chapter of the Boys and Girls Clubs of America. Ten different blended engineering design activities (i.e., combining hands-on and virtual components) were completed by youth. Completion rates suggest the potential for tablet-based environments designed to support KI to both facilitate and capture out-of-school STEM learning opportunities. This case study is part of a larger initiative supported by NSF through the AISL funding stream.
{"title":"Supporting engineering practices in informal learning environments with a tablet-based engineering design environment","authors":"Deborah Hecht, Jennie Chiu, Ishwar Bridgelal, David Burghardt","doi":"10.1109/ISECON.2018.8340490","DOIUrl":"https://doi.org/10.1109/ISECON.2018.8340490","url":null,"abstract":"Research demonstrates that out-of-school STEM experiences can influence career development and STEM persistence [1]. However, helping students engage with science, technology, engineering, and mathematics (STEM) concepts and practices in out-of-school settings can be particularly challenging since youth are often able to choose to drop in or out and inconsistent attendance is the norm. Studying and documenting student learning becomes even more complex when facilitators of out-of-school time activities have limited experience and/or comfort with STEM concepts and practices. This paper explores how tablet-based technologies that support Knowledge Integration (KI) and informed design can support out-of-school STEM learning. The paper presents a case study of a program implemented in a mid-Atlantic chapter of the Boys and Girls Clubs of America. Ten different blended engineering design activities (i.e., combining hands-on and virtual components) were completed by youth. Completion rates suggest the potential for tablet-based environments designed to support KI to both facilitate and capture out-of-school STEM learning opportunities. This case study is part of a larger initiative supported by NSF through the AISL funding stream.","PeriodicalId":186215,"journal":{"name":"2018 IEEE Integrated STEM Education Conference (ISEC)","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121215691","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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