Pub Date : 2005-10-19DOI: 10.1109/FIE.2005.1611937
J. Collofello, K. Vehathiri
Software testing is essential to ensure software quality. On most software projects testing activities consume at least 30 percent of the project effort. On safety critical applications, software testing can consume between 50 to 80 percent of project effort. There is a vast amount of information available on software testing techniques and tools and some universities offer software testing courses at the advanced undergraduate and graduate level. Software testing must also be stressed in beginning courses and even in the high schools when students are first learning to program. It is also important in these early years to instill a respect for software testing and some interest in possible testing careers. This paper describes a project to develop a learning and training environment that enables students to develop the knowledge and skills to perform requirement based testing. The target audience for the environment are beginning programming students at either the high school or university level. The software training environment consists of Web-based instructional materials as well as a testing simulator which enables students to actually test software programs. This paper describes the educational objectives of the test training environment, its implementation and results from utilizing the environment with beginning programming students
{"title":"An environment for training computer science students on software testing","authors":"J. Collofello, K. Vehathiri","doi":"10.1109/FIE.2005.1611937","DOIUrl":"https://doi.org/10.1109/FIE.2005.1611937","url":null,"abstract":"Software testing is essential to ensure software quality. On most software projects testing activities consume at least 30 percent of the project effort. On safety critical applications, software testing can consume between 50 to 80 percent of project effort. There is a vast amount of information available on software testing techniques and tools and some universities offer software testing courses at the advanced undergraduate and graduate level. Software testing must also be stressed in beginning courses and even in the high schools when students are first learning to program. It is also important in these early years to instill a respect for software testing and some interest in possible testing careers. This paper describes a project to develop a learning and training environment that enables students to develop the knowledge and skills to perform requirement based testing. The target audience for the environment are beginning programming students at either the high school or university level. The software training environment consists of Web-based instructional materials as well as a testing simulator which enables students to actually test software programs. This paper describes the educational objectives of the test training environment, its implementation and results from utilizing the environment with beginning programming students","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":"115569549","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.2005.1611909
J. Martin, J. Mitchell, F. Pfefferkorn
Thermodynamics, fluid mechanics, and heat transfer comprise the thermal stem, which, along with the mechanical systems stem, is required for the BS degree in Mechanical Engineering. Traditionally, each of these subjects is covered in a separate course. A set of concept inventories that cover the fundamental concepts in the thermal science subject areas have been developed. The inventories have been given in courses at the University of Wisconsin and other universities over the last three semesters. An analysis of the results from the inventories and the development of a second version of one of the inventories are reported in this work in progress
热力学、流体力学和传热组成了热系统，与机械系统一起，是机械工程学士学位所必需的。传统上，这些科目都是在一个单独的课程中涵盖的。一套涵盖热科学学科领域基本概念的概念清单已经开发出来。过去三个学期，威斯康星大学(University of Wisconsin)和其他大学的课程都提供了这份清单。在这项正在进行的工作中报告了对清单结果的分析和其中一份清单第二版的编制
{"title":"Work in progress - concept inventories for the thermal stem of mechanical engineering","authors":"J. Martin, J. Mitchell, F. Pfefferkorn","doi":"10.1109/FIE.2005.1611909","DOIUrl":"https://doi.org/10.1109/FIE.2005.1611909","url":null,"abstract":"Thermodynamics, fluid mechanics, and heat transfer comprise the thermal stem, which, along with the mechanical systems stem, is required for the BS degree in Mechanical Engineering. Traditionally, each of these subjects is covered in a separate course. A set of concept inventories that cover the fundamental concepts in the thermal science subject areas have been developed. The inventories have been given in courses at the University of Wisconsin and other universities over the last three semesters. An analysis of the results from the inventories and the development of a second version of one of the inventories are reported in this work in progress","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":"115691477","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":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":"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.2005.1612088
K. Khan
According to Chester Barnard, "The fine art of executive decision making consists in not deciding those things that are not now pertinent, not deciding prematurely, not deciding those things that cannot be made effective and not deciding those thing that others should make." This fine art of executive decision making can be applied to the fine art of teaching and teaching effectiveness as, "The fine art of effective teaching consists in not teaching those things that are not now pertinent, not teaching prematurely, not teaching those things that cannot be made effective, and not teaching those things that others should teach." In examining these qualitative criteria Myers Briggs Type Indicators (MBTI) along with Kolb's and Felder's Learning Style Indices (LSI) for teachers and students will be overlapped. In analyzing such teaching effectiveness criteria, the nature of teaching responsibility and accountability will be examined to determine the sources of sustained teaching effectiveness and successes. On evaluating such tasks an ethnographic study (in line of Spradley's method) of some successful teachers will be undertaken to define a "balanced scorecard in effective teaching," developed in the pattern of the Harvard Business Review's Balanced Scorecard
{"title":"Work in progress - development of teaching effectiveness \"balanced scorecard\"","authors":"K. Khan","doi":"10.1109/FIE.2005.1612088","DOIUrl":"https://doi.org/10.1109/FIE.2005.1612088","url":null,"abstract":"According to Chester Barnard, \"The fine art of executive decision making consists in not deciding those things that are not now pertinent, not deciding prematurely, not deciding those things that cannot be made effective and not deciding those thing that others should make.\" This fine art of executive decision making can be applied to the fine art of teaching and teaching effectiveness as, \"The fine art of effective teaching consists in not teaching those things that are not now pertinent, not teaching prematurely, not teaching those things that cannot be made effective, and not teaching those things that others should teach.\" In examining these qualitative criteria Myers Briggs Type Indicators (MBTI) along with Kolb's and Felder's Learning Style Indices (LSI) for teachers and students will be overlapped. In analyzing such teaching effectiveness criteria, the nature of teaching responsibility and accountability will be examined to determine the sources of sustained teaching effectiveness and successes. On evaluating such tasks an ethnographic study (in line of Spradley's method) of some successful teachers will be undertaken to define a \"balanced scorecard in effective teaching,\" developed in the pattern of the Harvard Business Review's Balanced Scorecard","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":"117176004","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.2005.1612180
E.F. Barry, C. Norris
Achieving quality and schedule targets continue to be serious problems in the software industry. This "software crisis" is not new, and is not helped by the fact that new computer science/engineering graduates often have little experience with schedule estimation. Poor development habits acquired early on are not always corrected by the one or two software engineering courses commonly taught in upper level courses. We are developing ClockIt, a tool and supporting methodology that seek to improve student software development practices starting with introductory courses. As an extension or plug-in to an existing integrated development environment (IDE) ClockIt is being designed to monitor and log student development activities. It will also allow estimation of student effort by project or component, and provide reports and visualizations of student "development profiles." We believe that analysis and presentation of development profiles will provide instructors useful visual and quantitative support for teaching sound development practices. The same information will also provide students with immediate feedback with little conceptual overhead
{"title":"Work in progress - project ClockIt: profiling and improving student software development practices","authors":"E.F. Barry, C. Norris","doi":"10.1109/FIE.2005.1612180","DOIUrl":"https://doi.org/10.1109/FIE.2005.1612180","url":null,"abstract":"Achieving quality and schedule targets continue to be serious problems in the software industry. This \"software crisis\" is not new, and is not helped by the fact that new computer science/engineering graduates often have little experience with schedule estimation. Poor development habits acquired early on are not always corrected by the one or two software engineering courses commonly taught in upper level courses. We are developing ClockIt, a tool and supporting methodology that seek to improve student software development practices starting with introductory courses. As an extension or plug-in to an existing integrated development environment (IDE) ClockIt is being designed to monitor and log student development activities. It will also allow estimation of student effort by project or component, and provide reports and visualizations of student \"development profiles.\" We believe that analysis and presentation of development profiles will provide instructors useful visual and quantitative support for teaching sound development practices. The same information will also provide students with immediate feedback with little conceptual overhead","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":"117180809","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.2005.1612140
A. Mahalingam, B. Butz, M. Duarte
This paper presents an intelligent circuit analysis module that is capable of analyzing electrical circuits and determining equivalence. We discuss the module in context of a National Science Foundation funded project - universal virtual laboratory (UVL). UVL is a virtual electrical engineering laboratory for able and disabled individuals to construct, simulate and understand the characteristics of basic electrical circuits. This paper discusses the development of an intelligent circuit analysis module called the circuit recognizer (CR). The CR is a program that has knowledge of circuit theory concepts, and is capable of using this knowledge to provide assistance to a student while he/she is performing the experiments in UVL. While verifying circuit configuration it identifies errors and provides explanations that guide the student to a better understanding of the experiment. The ultimate objective of the CR is to evaluate the effectiveness of the teaching strategies employed within the UVL as well as to enhance the learning abilities of students
{"title":"An intelligent circuit analysis module to analyze student queries in the universal virtual laboratory","authors":"A. Mahalingam, B. Butz, M. Duarte","doi":"10.1109/FIE.2005.1612140","DOIUrl":"https://doi.org/10.1109/FIE.2005.1612140","url":null,"abstract":"This paper presents an intelligent circuit analysis module that is capable of analyzing electrical circuits and determining equivalence. We discuss the module in context of a National Science Foundation funded project - universal virtual laboratory (UVL). UVL is a virtual electrical engineering laboratory for able and disabled individuals to construct, simulate and understand the characteristics of basic electrical circuits. This paper discusses the development of an intelligent circuit analysis module called the circuit recognizer (CR). The CR is a program that has knowledge of circuit theory concepts, and is capable of using this knowledge to provide assistance to a student while he/she is performing the experiments in UVL. While verifying circuit configuration it identifies errors and provides explanations that guide the student to a better understanding of the experiment. The ultimate objective of the CR is to evaluate the effectiveness of the teaching strategies employed within the UVL as well as to enhance the learning abilities of students","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":"117270893","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.2005.1612015
G. Hein, B. Hamlin
In the fall of 2000, Michigan Technological University started a common first-year program for all engineering students. In conjunction with the student course evaluations, the students answered ten additional questions and reported their engineering major. These questions were used to evaluate their perception of the first-year engineering courses. The responses were used to assess the students': comfort in using the material and software taught in the courses, experiences in working on a multi-disciplinary team, perceptions of the semester design project, technical communication skills, and perception of time and effort spent on the course. This paper discusses the survey results and investigates how the data changed over time in regard to the relationship between engineering major and student perception of the first-year engineering program
{"title":"Does engineering major affect student perception of engineering courses in a common first-year","authors":"G. Hein, B. Hamlin","doi":"10.1109/FIE.2005.1612015","DOIUrl":"https://doi.org/10.1109/FIE.2005.1612015","url":null,"abstract":"In the fall of 2000, Michigan Technological University started a common first-year program for all engineering students. In conjunction with the student course evaluations, the students answered ten additional questions and reported their engineering major. These questions were used to evaluate their perception of the first-year engineering courses. The responses were used to assess the students': comfort in using the material and software taught in the courses, experiences in working on a multi-disciplinary team, perceptions of the semester design project, technical communication skills, and perception of time and effort spent on the course. This paper discusses the survey results and investigates how the data changed over time in regard to the relationship between engineering major and student perception of the first-year engineering program","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":"123115688","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":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":"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":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":"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.2005.1611880
R. Pimmel, C. Della-Piana
The session is intended to enable engineering faculty members to plan and complete an evaluation of a curricular or pedagogical development project and to enhance their ability to write a convincing evaluation plan in educational development proposals
{"title":"Workshop - designing and implementing an evaluation plan for curricular and pedagogical development projects","authors":"R. Pimmel, C. Della-Piana","doi":"10.1109/FIE.2005.1611880","DOIUrl":"https://doi.org/10.1109/FIE.2005.1611880","url":null,"abstract":"The session is intended to enable engineering faculty members to plan and complete an evaluation of a curricular or pedagogical development project and to enhance their ability to write a convincing evaluation plan in educational development proposals","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":"123613121","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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