Pub Date : 2005-10-19DOI: 10.1109/FIE.2005.1612109
K. Reid
The drive to effectively use the Internet is in full swing. Students who are used to using the Web feel entitled to access to any information at any time - day or night. Short of all-night office hours, these "needs" of students can only be addressed using the Internet. The Internet should add value for students. The online material must add to the body of knowledge, show appropriate demonstrations/examples/projects, offer assistance to and supply meaningful feedback to students. In short, the online material should do at least as much as an instructor in the classroom; not just refer to the textbook. The author has successfully put courses on the Internet and developed extensive Internet based content for courses presented on campus and for off campus customers. This paper will describe issues faculty should consider when posting content online
{"title":"Work in Progress - Issues for Faculty in Using the Internet to Effectively Present Course Content","authors":"K. Reid","doi":"10.1109/FIE.2005.1612109","DOIUrl":"https://doi.org/10.1109/FIE.2005.1612109","url":null,"abstract":"The drive to effectively use the Internet is in full swing. Students who are used to using the Web feel entitled to access to any information at any time - day or night. Short of all-night office hours, these \"needs\" of students can only be addressed using the Internet. The Internet should add value for students. The online material must add to the body of knowledge, show appropriate demonstrations/examples/projects, offer assistance to and supply meaningful feedback to students. In short, the online material should do at least as much as an instructor in the classroom; not just refer to the textbook. The author has successfully put courses on the Internet and developed extensive Internet based content for courses presented on campus and for off campus customers. This paper will describe issues faculty should consider when posting content online","PeriodicalId":281157,"journal":{"name":"Proceedings Frontiers in Education 35th Annual Conference","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2005-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134467897","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.2005.1612060
Teri Reed Rhoads, Teri J. Murphy, D. Trytten
The School of Industrial Engineering (IE) at the University of Oklahoma (OU) has an unusual trend of gender parity at the undergraduate level. To investigate local factors contributing to the success of IE at OU, we interviewed 41 IE majors (23 female) about their background, choices, experiences, and goals, with a semi-structured protocol. Using established qualitative research methods, we examined interview transcript excerpts related to relevant categories. Participants described the cohesive community among the undergraduate majors. As a social networks model would predict, the student-student connections (horizontal ties) provide emotional support, in particularly strong ways. What is most unusual, however, are the vertical ties. Faculty in IE at OU are especially proactive and diligent about offering resources to students as well as providing an additional layer of emotional support. Three faculty, in particular, seem to have acquired critical roles in the students' support structure
俄克拉荷马大学(University of Oklahoma)工业工程学院(IE)在本科阶段出现了一种不同寻常的性别平等趋势。为了调查促成开放大学IE成功的本地因素，我们采用半结构化协议采访了41名IE专业学生(23名女性)，了解他们的背景、选择、经历和目标。使用已建立的定性研究方法，我们检查了与相关类别相关的访谈记录摘录。参与者描述了本科专业之间的凝聚力社区。正如社会网络模型所预测的那样，学生与学生之间的联系(横向联系)以特别强烈的方式提供了情感支持。然而，最不寻常的是垂直关系。开放大学IE学院的教师在为学生提供资源以及提供额外的情感支持方面尤其积极和勤奋。尤其是三名教师，似乎在学生的支持结构中扮演了关键角色
{"title":"A study of gender parity: department culture from the students' perspective","authors":"Teri Reed Rhoads, Teri J. Murphy, D. Trytten","doi":"10.1109/FIE.2005.1612060","DOIUrl":"https://doi.org/10.1109/FIE.2005.1612060","url":null,"abstract":"The School of Industrial Engineering (IE) at the University of Oklahoma (OU) has an unusual trend of gender parity at the undergraduate level. To investigate local factors contributing to the success of IE at OU, we interviewed 41 IE majors (23 female) about their background, choices, experiences, and goals, with a semi-structured protocol. Using established qualitative research methods, we examined interview transcript excerpts related to relevant categories. Participants described the cohesive community among the undergraduate majors. As a social networks model would predict, the student-student connections (horizontal ties) provide emotional support, in particularly strong ways. What is most unusual, however, are the vertical ties. Faculty in IE at OU are especially proactive and diligent about offering resources to students as well as providing an additional layer of emotional support. Three faculty, in particular, seem to have acquired critical roles in the students' support structure","PeriodicalId":281157,"journal":{"name":"Proceedings Frontiers in Education 35th Annual Conference","volume":"60 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2005-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114480501","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.2005.1612201
Dongyan Chen
Increasing classroom interactions between instructor and students and among students has been found to be an effective way of helping student learning. In this paper, we discuss three techniques that have been employed in circuits classes to promote student discussions and instructor-student interactions. These techniques are embedded group lab sessions, open-discussion quizzes, and student presentation of problem solving procedures. The effectiveness of the techniques are evaluated by examining student test and exam grade distributions in spring 2004, fall 2004 and spring 2005 semesters. We also present our observations of in-classroom student behavior when these techniques were applied, as well as our improvement of these teaching techniques. Finally, plans to extend these teaching methods to other computer engineering courses are addressed
{"title":"Enhancing student learning through classroom discussions in circuits courses","authors":"Dongyan Chen","doi":"10.1109/FIE.2005.1612201","DOIUrl":"https://doi.org/10.1109/FIE.2005.1612201","url":null,"abstract":"Increasing classroom interactions between instructor and students and among students has been found to be an effective way of helping student learning. In this paper, we discuss three techniques that have been employed in circuits classes to promote student discussions and instructor-student interactions. These techniques are embedded group lab sessions, open-discussion quizzes, and student presentation of problem solving procedures. The effectiveness of the techniques are evaluated by examining student test and exam grade distributions in spring 2004, fall 2004 and spring 2005 semesters. We also present our observations of in-classroom student behavior when these techniques were applied, as well as our improvement of these teaching techniques. Finally, plans to extend these teaching methods to other computer engineering courses are addressed","PeriodicalId":281157,"journal":{"name":"Proceedings Frontiers in Education 35th Annual Conference","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2005-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122176395","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.2005.1612068
C. Augeri, D. Neebel, L. Baird, Adrian A. de Freitas, Christopher J. Augeri, D. Neebel
A challenge facing many educators is providing assignments in a realistic context that achieve the specified learning objectives. Integrating real-world scenarios in one's curriculum can be challenging. We present a new integrated exercise sequence using unmanned aerial vehicles (UAVs) involving both assembly language and high-level language software development. During this sequence, our sophomore students at the U.S. Air Force Academy (USAFA) implement a communications packet-based protocol for a simulated UAV system. The first exercise is an introduction to assembly language programming, involving user input/output and integer-based instructions. The second exercise adds the use of assembly language floating point instructions. To simulate radio transmission of data from the UAV to a ground control station (GCS), the third exercise introduces command-line pipes. The GCS is implemented in a high-level-language and consists primarily of an IEEE 754 software multiplier. Memory traces from these three exercises are used during their final team project, implementing a visual cache simulator. This new UAV-based computer architecture assignment meets an institutional goal of having career-related assignments in each course. Our institution has a strong inter-disciplinary UAV research group, which a member of our department directs and from which this sequence is derived. This sequence prepares students for the senior-year UAV-based software engineering capstone
{"title":"UAV Communications: Integrating a Real-World Scenario with Computer Architecture","authors":"C. Augeri, D. Neebel, L. Baird, Adrian A. de Freitas, Christopher J. Augeri, D. Neebel","doi":"10.1109/FIE.2005.1612068","DOIUrl":"https://doi.org/10.1109/FIE.2005.1612068","url":null,"abstract":"A challenge facing many educators is providing assignments in a realistic context that achieve the specified learning objectives. Integrating real-world scenarios in one's curriculum can be challenging. We present a new integrated exercise sequence using unmanned aerial vehicles (UAVs) involving both assembly language and high-level language software development. During this sequence, our sophomore students at the U.S. Air Force Academy (USAFA) implement a communications packet-based protocol for a simulated UAV system. The first exercise is an introduction to assembly language programming, involving user input/output and integer-based instructions. The second exercise adds the use of assembly language floating point instructions. To simulate radio transmission of data from the UAV to a ground control station (GCS), the third exercise introduces command-line pipes. The GCS is implemented in a high-level-language and consists primarily of an IEEE 754 software multiplier. Memory traces from these three exercises are used during their final team project, implementing a visual cache simulator. This new UAV-based computer architecture assignment meets an institutional goal of having career-related assignments in each course. Our institution has a strong inter-disciplinary UAV research group, which a member of our department directs and from which this sequence is derived. This sequence prepares students for the senior-year UAV-based software engineering capstone","PeriodicalId":281157,"journal":{"name":"Proceedings Frontiers in Education 35th Annual Conference","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2005-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124924362","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.2005.1611965
Wen Wang, D. Scannell
This paper presents an architecture-based software reliability modeling tool for pedagogy and demonstrates its support for conveying learning materials to students. Software reliability is an important quality attribute. Improving this attribute early in the software life cycle is highly desirable, because it greatly reduces testing and maintenance effort later on. The architecture-based approach is for such a purpose. This tool enables students to conduct relative analyses on different architectural designs and to compute a more accurate measure once detailed information is available. It equips a GUI for architecture-to-state modeling, taking into account four architectural styles. Students can incorporate additional architectural styles into this framework, and exercise different design alternatives. The GUI shows a graphical representation of software architecture, and helps students visualize the matrix construction for design changes. This tool has shortened students' learning curve, helped them understand the impact of different designs on reliability estimates, and increased their interests in other quality attributes
{"title":"An Architecture-Based Software Reliability Modeling Tool and Its Support for Teaching","authors":"Wen Wang, D. Scannell","doi":"10.1109/FIE.2005.1611965","DOIUrl":"https://doi.org/10.1109/FIE.2005.1611965","url":null,"abstract":"This paper presents an architecture-based software reliability modeling tool for pedagogy and demonstrates its support for conveying learning materials to students. Software reliability is an important quality attribute. Improving this attribute early in the software life cycle is highly desirable, because it greatly reduces testing and maintenance effort later on. The architecture-based approach is for such a purpose. This tool enables students to conduct relative analyses on different architectural designs and to compute a more accurate measure once detailed information is available. It equips a GUI for architecture-to-state modeling, taking into account four architectural styles. Students can incorporate additional architectural styles into this framework, and exercise different design alternatives. The GUI shows a graphical representation of software architecture, and helps students visualize the matrix construction for design changes. This tool has shortened students' learning curve, helped them understand the impact of different designs on reliability estimates, and increased their interests in other quality attributes","PeriodicalId":281157,"journal":{"name":"Proceedings Frontiers in Education 35th Annual Conference","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2005-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124951825","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.2005.1611997
K. Becker, R. Custer
The National Center for Engineering and Technology Education (NCETE) links technology educators with engineering educators in a symbiotic alliance to build capacity for research, nurture a cadre of talented, diverse leaders in engineering and technology education and infuse engineering design and analytical skills into K-12 schools. The NSF-funded center (ESI-0426421) links four research universities with five technology teacher education institutions, fifteen K-12 school districts and three education-related societies. In 2005, the Center has been involved in on-going delivery of professional development for technology teachers in the partner K-12 schools. Professional development focuses on assessment-driven open-ended problem solving applied to engineering design utilizing mathematics and science concepts. Evaluation survey instruments are used to collect data from students and teachers to determine if the project met the objectives and if the content was effective for technology education students
{"title":"Work in Progress – National Center for Engineering and Technology Education: Supporting Teacher Professional Development and Renewing K-12 Schooling","authors":"K. Becker, R. Custer","doi":"10.1109/FIE.2005.1611997","DOIUrl":"https://doi.org/10.1109/FIE.2005.1611997","url":null,"abstract":"The National Center for Engineering and Technology Education (NCETE) links technology educators with engineering educators in a symbiotic alliance to build capacity for research, nurture a cadre of talented, diverse leaders in engineering and technology education and infuse engineering design and analytical skills into K-12 schools. The NSF-funded center (ESI-0426421) links four research universities with five technology teacher education institutions, fifteen K-12 school districts and three education-related societies. In 2005, the Center has been involved in on-going delivery of professional development for technology teachers in the partner K-12 schools. Professional development focuses on assessment-driven open-ended problem solving applied to engineering design utilizing mathematics and science concepts. Evaluation survey instruments are used to collect data from students and teachers to determine if the project met the objectives and if the content was effective for technology education students","PeriodicalId":281157,"journal":{"name":"Proceedings Frontiers in Education 35th Annual Conference","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2005-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125209526","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.2005.1612066
R. Goff, J. Terpenny, M. Vernon, W.R. Green, C.R. Vorster
Successful design is usually a collaboration of individuals from more than one discipline. To address this important future work environment, student interdisciplinary design projects were created. For the past several years, teams of students from the first year Engineering Design Graphics course in the College of Engineering and students from the second year Industrial Design Studio in the College of Architecture and Urban Studies have teamed together to pursue design-build projects. However, there has heretofore been no effort to assess the effectiveness of this collaboration nor have there been any projects addressing significant human needs particularly in a global context. This semester the focus of the interdisciplinary project was on assistive technology applicable in third world countries. This work was an opportunity to assess quantitative and qualitative differences in process and products of homogeneous and interdisciplinary teams as well as the impact of human centered design projects
{"title":"Work in Progress – Interdisciplinary Design of Assistive Technology for the Third World","authors":"R. Goff, J. Terpenny, M. Vernon, W.R. Green, C.R. Vorster","doi":"10.1109/FIE.2005.1612066","DOIUrl":"https://doi.org/10.1109/FIE.2005.1612066","url":null,"abstract":"Successful design is usually a collaboration of individuals from more than one discipline. To address this important future work environment, student interdisciplinary design projects were created. For the past several years, teams of students from the first year Engineering Design Graphics course in the College of Engineering and students from the second year Industrial Design Studio in the College of Architecture and Urban Studies have teamed together to pursue design-build projects. However, there has heretofore been no effort to assess the effectiveness of this collaboration nor have there been any projects addressing significant human needs particularly in a global context. This semester the focus of the interdisciplinary project was on assistive technology applicable in third world countries. This work was an opportunity to assess quantitative and qualitative differences in process and products of homogeneous and interdisciplinary teams as well as the impact of human centered design projects","PeriodicalId":281157,"journal":{"name":"Proceedings Frontiers in Education 35th Annual Conference","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2005-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134195688","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.2005.1612232
P. Hylton, W. Otoupal
Minority students enter engineering and technology fields at a rate far lower than their proportion of the general population. This has been attributed, in many cases, to these students not mastering the logical thought processes, and basic mathematical skills, associated with a solid background in math and science. Too many middle school and high school students believe that basic math and science skills do not relate to them in any real way. The authors have had the opportunity to work with small groups of students from a large urban school system. The goal was to design study programs focused on topics of interest to the students. The students are shown applications of math and science principles in a manner that helps them connect with the real world uses for the basic skills which they previously viewed as unimportant. This paper discussed some of the approaches used and measures of their success
{"title":"Preparing Urban Secondary School Students for Entry into Engineering and Technology Programs","authors":"P. Hylton, W. Otoupal","doi":"10.1109/FIE.2005.1612232","DOIUrl":"https://doi.org/10.1109/FIE.2005.1612232","url":null,"abstract":"Minority students enter engineering and technology fields at a rate far lower than their proportion of the general population. This has been attributed, in many cases, to these students not mastering the logical thought processes, and basic mathematical skills, associated with a solid background in math and science. Too many middle school and high school students believe that basic math and science skills do not relate to them in any real way. The authors have had the opportunity to work with small groups of students from a large urban school system. The goal was to design study programs focused on topics of interest to the students. The students are shown applications of math and science principles in a manner that helps them connect with the real world uses for the basic skills which they previously viewed as unimportant. This paper discussed some of the approaches used and measures of their success","PeriodicalId":281157,"journal":{"name":"Proceedings Frontiers in Education 35th Annual Conference","volume":"52 1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2005-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132332710","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.2005.1612240
L. Watai, A. Brodersen, S. Brophy
Engineering labs provide an environment for both conceptual inquiry and procedural/practical skill and knowledge acquisition. Student performance in both areas can vary depending on their prior competencies and knowledge of basic concepts of the lab, motivation, and expectations. And when insufficient resources are available for students to learn how to perform routine lab procedures, students and lab instructors often spend the entire lab period addressing procedural issues and not enough time spent on conceptual inquiry and discussion. A study at Vanderbilt University explored the potential of providing "just in time, in context" Web-based learning resources during before-lab and during-lab access to determine if student procedural queries that predominantly occupy TA time can be reduced and increase conceptual discussions. This paper describes the study and presents statistics on conceptual and procedural deficiencies in individual students and the class, results showing positive outcomes in student self-correction of misconceptions using Web-based resources, and improvement in the quality of student and TA interaction in the lab
{"title":"Challenge-based Lab Instruction Improves Interaction in Physical Electronic Circuits Labs","authors":"L. Watai, A. Brodersen, S. Brophy","doi":"10.1109/FIE.2005.1612240","DOIUrl":"https://doi.org/10.1109/FIE.2005.1612240","url":null,"abstract":"Engineering labs provide an environment for both conceptual inquiry and procedural/practical skill and knowledge acquisition. Student performance in both areas can vary depending on their prior competencies and knowledge of basic concepts of the lab, motivation, and expectations. And when insufficient resources are available for students to learn how to perform routine lab procedures, students and lab instructors often spend the entire lab period addressing procedural issues and not enough time spent on conceptual inquiry and discussion. A study at Vanderbilt University explored the potential of providing \"just in time, in context\" Web-based learning resources during before-lab and during-lab access to determine if student procedural queries that predominantly occupy TA time can be reduced and increase conceptual discussions. This paper describes the study and presents statistics on conceptual and procedural deficiencies in individual students and the class, results showing positive outcomes in student self-correction of misconceptions using Web-based resources, and improvement in the quality of student and TA interaction in the lab","PeriodicalId":281157,"journal":{"name":"Proceedings Frontiers in Education 35th Annual Conference","volume":"65 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2005-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131493671","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.2005.1612187
J. Gregg, C. McDonnell, T. Chen
The Partnership for Engineering Education in the Rockies (PEER) is comprised of local educational and industrial institutions committed to improving the engineering education paths available to students at all levels. Programs start with introductory engineering courses in the 8th grade and scaffold through the high school level. The PEER college summer camp expands on these course offerings to further enhance students' learning experience in a college setting. The camp also brings together secondary students and educators for an opportunity to extend the reach of the PEER program to new students and schools. This paper provides an overview of PEER, and describes the specific goals and format for the PEER summer camp
{"title":"Work in Progress - PEER College Summer Camp","authors":"J. Gregg, C. McDonnell, T. Chen","doi":"10.1109/FIE.2005.1612187","DOIUrl":"https://doi.org/10.1109/FIE.2005.1612187","url":null,"abstract":"The Partnership for Engineering Education in the Rockies (PEER) is comprised of local educational and industrial institutions committed to improving the engineering education paths available to students at all levels. Programs start with introductory engineering courses in the 8th grade and scaffold through the high school level. The PEER college summer camp expands on these course offerings to further enhance students' learning experience in a college setting. The camp also brings together secondary students and educators for an opportunity to extend the reach of the PEER program to new students and schools. This paper provides an overview of PEER, and describes the specific goals and format for the PEER summer camp","PeriodicalId":281157,"journal":{"name":"Proceedings Frontiers in Education 35th Annual Conference","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2005-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134246179","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：