Pub Date : 2005-12-01DOI: 10.1109/FIE.2005.1611926
S. Danielson, J. Kadlowec, S. Mehta, C. Masters, M. Magill, S. Steadman
This paper focuses on assessment of student skills in statics and provides details of development of a statics skills assessment tool. The use of only concept inventories to provide proof of student learning is an incomplete assessment as important engineering knowledge consists of both conceptual knowledge and skill intertwined. A multi-step Delphi process involving a group of engineering educators was used to reach consensus on the important skills of statics. These skills are currently grouped into 10 categories. The Delphi rankings included both the average importance of the skill as judged by the Delphi participants and their judgment of the average proportion of their students whom can perform the skill. Skill-based questions are being developed to probe these areas
{"title":"Work in Progress - A Statics Skills Inventory","authors":"S. Danielson, J. Kadlowec, S. Mehta, C. Masters, M. Magill, S. Steadman","doi":"10.1109/FIE.2005.1611926","DOIUrl":"https://doi.org/10.1109/FIE.2005.1611926","url":null,"abstract":"This paper focuses on assessment of student skills in statics and provides details of development of a statics skills assessment tool. The use of only concept inventories to provide proof of student learning is an incomplete assessment as important engineering knowledge consists of both conceptual knowledge and skill intertwined. A multi-step Delphi process involving a group of engineering educators was used to reach consensus on the important skills of statics. These skills are currently grouped into 10 categories. The Delphi rankings included both the average importance of the skill as judged by the Delphi participants and their judgment of the average proportion of their students whom can perform the skill. Skill-based questions are being developed to probe these areas","PeriodicalId":281157,"journal":{"name":"Proceedings Frontiers in Education 35th Annual Conference","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2005-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127471533","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 : 2005-12-01DOI: 10.1109/FIE.2005.1612014
B. Wallace, W. R. Adrion, W. Burleson, W. Cooper, J. Cori, K. Watts
The National Science Foundation Engineering Research Center for Collaborative Adaptive Sensing of the Atmosphere (CASA) joined with the Research in Presentation Production for Learning Electronically (RIPPLES) Group at the University of Massachusetts Amherst to investigate how multimedia technologies could be adapted and applied to the research, education and outreach missions of the center. Initially, the intention was to adapt the MANIC courseware system to support cooperative learning for geographically dispersed groups of faculty, students and staff that must become "fluent" in each other's discipline. As the project developed, multimedia content modules were created to archive a number of center activities and to serve as outreach materials. A combination of MANIC and off-the-shelf software tools were used to develop comprehensive content delivery media that facilitated all aspects the center's mission. Data were collected and analyzed on production costs, usage and other factors. This collaborative effort demonstrates that flexible educational courseware production methods can be adapted to provide broader content distribution that is low-cost and highly flexible and that addresses the multicultural, multidisciplinary, multiconstituency challenges faced by the center
{"title":"Using multimedia to support research, education and outreach in an NSF Engineering Research Center","authors":"B. Wallace, W. R. Adrion, W. Burleson, W. Cooper, J. Cori, K. Watts","doi":"10.1109/FIE.2005.1612014","DOIUrl":"https://doi.org/10.1109/FIE.2005.1612014","url":null,"abstract":"The National Science Foundation Engineering Research Center for Collaborative Adaptive Sensing of the Atmosphere (CASA) joined with the Research in Presentation Production for Learning Electronically (RIPPLES) Group at the University of Massachusetts Amherst to investigate how multimedia technologies could be adapted and applied to the research, education and outreach missions of the center. Initially, the intention was to adapt the MANIC courseware system to support cooperative learning for geographically dispersed groups of faculty, students and staff that must become \"fluent\" in each other's discipline. As the project developed, multimedia content modules were created to archive a number of center activities and to serve as outreach materials. A combination of MANIC and off-the-shelf software tools were used to develop comprehensive content delivery media that facilitated all aspects the center's mission. Data were collected and analyzed on production costs, usage and other factors. This collaborative effort demonstrates that flexible educational courseware production methods can be adapted to provide broader content distribution that is low-cost and highly flexible and that addresses the multicultural, multidisciplinary, multiconstituency challenges faced by the center","PeriodicalId":281157,"journal":{"name":"Proceedings Frontiers in Education 35th Annual Conference","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2005-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127563734","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 : 2005-12-01DOI: 10.1109/FIE.2005.1611958
A. McKenna, J. Nocedal, R. Freeman, S. Carr
In this paper we describe how we refined our instruction to create a more constructivist classroom setting for learning programming skills as applied to engineering analysis. In the context of our course, programming skills are important to help students develop engineering "habits of mind" such as how to break a large complex problem into manageable parts, how to isolate effects, test, and debug problems. The paper presents the rationale for refining the instruction, the method for collecting data on the impact of the changes, and results from our data collection. Results indicate that the new instructional format is effective in helping novice students understand Matlab to solve engineering analysis problems. Furthermore, student feedback indicates that the instructional setting modeled the central features of a constructivist learning environment
{"title":"Introducing a constructivist approach to applying programming skills in engineering analysis","authors":"A. McKenna, J. Nocedal, R. Freeman, S. Carr","doi":"10.1109/FIE.2005.1611958","DOIUrl":"https://doi.org/10.1109/FIE.2005.1611958","url":null,"abstract":"In this paper we describe how we refined our instruction to create a more constructivist classroom setting for learning programming skills as applied to engineering analysis. In the context of our course, programming skills are important to help students develop engineering \"habits of mind\" such as how to break a large complex problem into manageable parts, how to isolate effects, test, and debug problems. The paper presents the rationale for refining the instruction, the method for collecting data on the impact of the changes, and results from our data collection. Results indicate that the new instructional format is effective in helping novice students understand Matlab to solve engineering analysis problems. Furthermore, student feedback indicates that the instructional setting modeled the central features of a constructivist learning environment","PeriodicalId":281157,"journal":{"name":"Proceedings Frontiers in Education 35th Annual Conference","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2005-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133905980","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 : 2005-12-01DOI: 10.1109/FIE.2005.1612007
V. Lohani, K. Mallikarjunan, Wolfe Ml, T. Wildman, J. Connor, J. Muffo, J. Lo, T. Knott, G. Loganathan, R. Goff, M. Chang, J. Cundiff, G. Adel, F. Agblevor, M. Gregg, D. Vaughan, E. Fox, H. Griffin, S. Mostaghimi
A theme-based spiral curriculum approach is being adopted to initiate the department-level reform (DLR) of the freshman engineering and the bioprocess engineering curricula at Virginia Tech. A large number of engineering faculty members are collaborating with experts in educational psychology and academic assessment to accomplish the objectives of this 3-year NSF supported project that began in September 2004. Successful implementation of the spiral approach will be used as a model for incorporating similar reforms in other engineering departments and elsewhere
{"title":"Work in progress - spiral curriculum approach to reformulate engineering curriculum","authors":"V. Lohani, K. Mallikarjunan, Wolfe Ml, T. Wildman, J. Connor, J. Muffo, J. Lo, T. Knott, G. Loganathan, R. Goff, M. Chang, J. Cundiff, G. Adel, F. Agblevor, M. Gregg, D. Vaughan, E. Fox, H. Griffin, S. Mostaghimi","doi":"10.1109/FIE.2005.1612007","DOIUrl":"https://doi.org/10.1109/FIE.2005.1612007","url":null,"abstract":"A theme-based spiral curriculum approach is being adopted to initiate the department-level reform (DLR) of the freshman engineering and the bioprocess engineering curricula at Virginia Tech. A large number of engineering faculty members are collaborating with experts in educational psychology and academic assessment to accomplish the objectives of this 3-year NSF supported project that began in September 2004. Successful implementation of the spiral approach will be used as a model for incorporating similar reforms in other engineering departments and elsewhere","PeriodicalId":281157,"journal":{"name":"Proceedings Frontiers in Education 35th Annual Conference","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2005-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127093093","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 : 2005-10-22DOI: 10.1109/FIE.2005.1611913
Richard J. Anderson, Luke K. McDowell, Beth Simon
Instructors of computer science, engineering, and technology courses often teach using prepared slides displayed with a computer and data projector. While this approach has advantages, disadvantages can be severe - including limited flexibility in delivery of material, which hinders instructors' spontaneous adaptation to students. This paper describes Classroom Presenter, a Tablet PC-based presentation system that (1) allows instructors to regain flexibility in presentation using Tablet PC-supported digital inking in an application specifically designed for lecturing use, (2) supports role-specific views and interaction mechanisms in class, and (3) introduces novel affordances including the use of wireless technology and student devices to support active learning in the classroom. As of spring 2005, Classroom Presenter has been used in over 200 courses at more than 13 institutions. Here we take advantage of our large use-base to discuss Classroom Presenter's impact on student learning and summarize best practices for lecturing with this technology
{"title":"Use of classroom presenter in engineering courses","authors":"Richard J. Anderson, Luke K. McDowell, Beth Simon","doi":"10.1109/FIE.2005.1611913","DOIUrl":"https://doi.org/10.1109/FIE.2005.1611913","url":null,"abstract":"Instructors of computer science, engineering, and technology courses often teach using prepared slides displayed with a computer and data projector. While this approach has advantages, disadvantages can be severe - including limited flexibility in delivery of material, which hinders instructors' spontaneous adaptation to students. This paper describes Classroom Presenter, a Tablet PC-based presentation system that (1) allows instructors to regain flexibility in presentation using Tablet PC-supported digital inking in an application specifically designed for lecturing use, (2) supports role-specific views and interaction mechanisms in class, and (3) introduces novel affordances including the use of wireless technology and student devices to support active learning in the classroom. As of spring 2005, Classroom Presenter has been used in over 200 courses at more than 13 institutions. Here we take advantage of our large use-base to discuss Classroom Presenter's impact on student learning and summarize best practices for lecturing with this technology","PeriodicalId":281157,"journal":{"name":"Proceedings Frontiers in Education 35th Annual Conference","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2005-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125099972","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 : 2005-10-19DOI: 10.1109/FIE.2005.1612151
L. Denton, D. McKinney, M. V. Doran
The University of South Alabama has for an extended period of time been committed to improving the introductory programming course for Computer Science. These efforts and their results have been supported by the National Science Foundation, assessed by numerous instruments, and have been disseminated in papers, workshops, and conference sessions. Specific topics of this dissemination have included the integration of lecture and laboratory experiences, the use of motivational strategies and affective objectives, student achievement and retention, the early use of professional practices in the curriculum, the development of student affect during the introductory course, the enhancement of laboratory experiences, the application of various learning theories in the classroom, and curriculum design. In contrast to these prior works which each focused on just a few specific issues, the purpose of this paper is to holistically discuss the set of effective strategies used in our introductory programming course and show how these diverse efforts can be melded together and jointly enhance and enliven the course. This set of strategies includes the integration of cognitive and affective course objectives; the use of concept maps and other visual instructional techniques and tools; the use of motivational strategies such as classroom discussion and student self-reflection; the integration of conceptual development and hands-on exercises in the classroom; the designing of course progress to match the students' zone of proximal development; the designing of course delivery methodologies to match the diversity of students' interests and learning styles; the inclusion of diverse strategies to integrate the "real world" into every component of the course; the strategic use of student surveys; and the integration of professional practices and student commitments to quality. A marked, consistent, and significant increase in student course completion rates has accompanied our implementation of these strategies
{"title":"A melding of educational strategies to enhance the introductory programming course","authors":"L. Denton, D. McKinney, M. V. Doran","doi":"10.1109/FIE.2005.1612151","DOIUrl":"https://doi.org/10.1109/FIE.2005.1612151","url":null,"abstract":"The University of South Alabama has for an extended period of time been committed to improving the introductory programming course for Computer Science. These efforts and their results have been supported by the National Science Foundation, assessed by numerous instruments, and have been disseminated in papers, workshops, and conference sessions. Specific topics of this dissemination have included the integration of lecture and laboratory experiences, the use of motivational strategies and affective objectives, student achievement and retention, the early use of professional practices in the curriculum, the development of student affect during the introductory course, the enhancement of laboratory experiences, the application of various learning theories in the classroom, and curriculum design. In contrast to these prior works which each focused on just a few specific issues, the purpose of this paper is to holistically discuss the set of effective strategies used in our introductory programming course and show how these diverse efforts can be melded together and jointly enhance and enliven the course. This set of strategies includes the integration of cognitive and affective course objectives; the use of concept maps and other visual instructional techniques and tools; the use of motivational strategies such as classroom discussion and student self-reflection; the integration of conceptual development and hands-on exercises in the classroom; the designing of course progress to match the students' zone of proximal development; the designing of course delivery methodologies to match the diversity of students' interests and learning styles; the inclusion of diverse strategies to integrate the \"real world\" into every component of the course; the strategic use of student surveys; and the integration of professional practices and student commitments to quality. A marked, consistent, and significant increase in student course completion rates has accompanied our implementation of these strategies","PeriodicalId":281157,"journal":{"name":"Proceedings Frontiers in Education 35th Annual Conference","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2005-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116929263","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 : 2005-10-19DOI: 10.1109/FIE.2005.1612218
S. Ariyapperuma, A. Minhas
This research investigates the suitability of online security games as a pedagogic tool, for teaching network security in an educational framework. Based on the advanced challenges they provide, we have selected security games offered by Next Generation Security. Our research is based on network security principles, a core module in MSc Network Security at Anglia Polytechnic University. We compare two cohorts; both were given lectures and laboratory sessions. Only for the second group laboratory sessions were conducted by means of security games. We consider the game usage and views expressed by lecturers and students, to assess whether this method can be usefully incorporated in teaching specific sections of information security. Online and offline course feedback and interviews are used to assess the student experience. Quantitative and qualitative data gathered from this empirical study is analysed to derive conclusions. Advantages, discontents and educational concerns of this method are discussed. Deviation from current learning paradigms is addressed, in relation to the use of pure Internet based tools
{"title":"Internet security games as a pedagogic tool for teaching network security","authors":"S. Ariyapperuma, A. Minhas","doi":"10.1109/FIE.2005.1612218","DOIUrl":"https://doi.org/10.1109/FIE.2005.1612218","url":null,"abstract":"This research investigates the suitability of online security games as a pedagogic tool, for teaching network security in an educational framework. Based on the advanced challenges they provide, we have selected security games offered by Next Generation Security. Our research is based on network security principles, a core module in MSc Network Security at Anglia Polytechnic University. We compare two cohorts; both were given lectures and laboratory sessions. Only for the second group laboratory sessions were conducted by means of security games. We consider the game usage and views expressed by lecturers and students, to assess whether this method can be usefully incorporated in teaching specific sections of information security. Online and offline course feedback and interviews are used to assess the student experience. Quantitative and qualitative data gathered from this empirical study is analysed to derive conclusions. Advantages, discontents and educational concerns of this method are discussed. Deviation from current learning paradigms is addressed, in relation to the use of pure Internet based tools","PeriodicalId":281157,"journal":{"name":"Proceedings Frontiers in Education 35th Annual Conference","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2005-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121047936","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 : 2005-10-19DOI: 10.1109/FIE.2005.1611984
C. Goodwin, M.L. Bobadies
This paper reports on a research project that set out to uncover ways in which senior level Organizational Leadership and Supervision (OLS) students measure group behaviors and teamwork dynamics. The research raised such important questions as: What behaviors will the senior OLS students identify as group behaviors? What will the students identify as teamwork behaviors? How will the students measure or assess the effectiveness of these behaviors? In order to answer the aforementioned questions, a focus group of OLS seniors was created and allowed to compile their own list of behaviors deemed necessary to measure teamwork dynamics. Using this list, the students were instructed to develop a rubric to measure teamwork dynamics. The results were then compared to relevant literature, specifically Hoegl and Gemuenden's Teamwork Quality Construct (TWQ) which measures the quality of teamwork collaboration
{"title":"Work in progress- rubric for assessing student-led teams: students speak out","authors":"C. Goodwin, M.L. Bobadies","doi":"10.1109/FIE.2005.1611984","DOIUrl":"https://doi.org/10.1109/FIE.2005.1611984","url":null,"abstract":"This paper reports on a research project that set out to uncover ways in which senior level Organizational Leadership and Supervision (OLS) students measure group behaviors and teamwork dynamics. The research raised such important questions as: What behaviors will the senior OLS students identify as group behaviors? What will the students identify as teamwork behaviors? How will the students measure or assess the effectiveness of these behaviors? In order to answer the aforementioned questions, a focus group of OLS seniors was created and allowed to compile their own list of behaviors deemed necessary to measure teamwork dynamics. Using this list, the students were instructed to develop a rubric to measure teamwork dynamics. The results were then compared to relevant literature, specifically Hoegl and Gemuenden's Teamwork Quality Construct (TWQ) which measures the quality of teamwork collaboration","PeriodicalId":281157,"journal":{"name":"Proceedings Frontiers in Education 35th Annual Conference","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2005-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127140917","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 : 2005-10-19DOI: 10.1109/FIE.2005.1612261
H. Ellis
The semantic Web is an area of current research focus in many disciplines including software engineering. However, the breadth of knowledge required to understand development on the semantic Web combined with the rapidly changing state of the field requires that teaching approaches to the semantic Web be flexible. This paper describes a collaborative approach used to teach a course on the semantic Web. Techniques used in the course included positioning the instructor as co-learner, joint decision-making by instructor and class, and the use of a group project. Survey results on student satisfaction with the teaching approach are presented, as well as student and instructor opinion on the approach
{"title":"A Collaborative Approach to a Course on the Semantic Web","authors":"H. Ellis","doi":"10.1109/FIE.2005.1612261","DOIUrl":"https://doi.org/10.1109/FIE.2005.1612261","url":null,"abstract":"The semantic Web is an area of current research focus in many disciplines including software engineering. However, the breadth of knowledge required to understand development on the semantic Web combined with the rapidly changing state of the field requires that teaching approaches to the semantic Web be flexible. This paper describes a collaborative approach used to teach a course on the semantic Web. Techniques used in the course included positioning the instructor as co-learner, joint decision-making by instructor and class, and the use of a group project. Survey results on student satisfaction with the teaching approach are presented, as well as student and instructor opinion on the approach","PeriodicalId":281157,"journal":{"name":"Proceedings Frontiers in Education 35th Annual Conference","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2005-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124886926","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 : 2005-10-19DOI: 10.1109/FIE.2005.1612248
Paul Golding, S. McNamarah
What determines academic performance? Prior research shows that standardized measures such as aptitude (e.g. SAT scores), prior academic performance, effort and motivation explain a significant portion of the variation in class performance. When universities in the United States determine which students to admit, typical criteria include SAT, ACT or other achievement scores and high school GPA. At the University of Technology, Jamaica in the School of Computing & Information Technology, the main admission criteria are appropriate score in an aptitude test and passes in at least five Caribbean Examination Council subjects including Mathematics and English. This study examines the relationship between students' demographic attributes, qualification on entry, aptitude test scores, performance in first year courses and their overall performance in the program. The study has implications for the School's admission policy. The results should help us to identify an optimal set of admission indicators, which have the potential of predicting students' performance
{"title":"Predicting Academic Performance in the School of Computing & Information Technology (SCIT)","authors":"Paul Golding, S. McNamarah","doi":"10.1109/FIE.2005.1612248","DOIUrl":"https://doi.org/10.1109/FIE.2005.1612248","url":null,"abstract":"What determines academic performance? Prior research shows that standardized measures such as aptitude (e.g. SAT scores), prior academic performance, effort and motivation explain a significant portion of the variation in class performance. When universities in the United States determine which students to admit, typical criteria include SAT, ACT or other achievement scores and high school GPA. At the University of Technology, Jamaica in the School of Computing & Information Technology, the main admission criteria are appropriate score in an aptitude test and passes in at least five Caribbean Examination Council subjects including Mathematics and English. This study examines the relationship between students' demographic attributes, qualification on entry, aptitude test scores, performance in first year courses and their overall performance in the program. The study has implications for the School's admission policy. The results should help us to identify an optimal set of admission indicators, which have the potential of predicting students' performance","PeriodicalId":281157,"journal":{"name":"Proceedings Frontiers in Education 35th Annual Conference","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2005-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126185634","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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