Pub Date : 2005-10-19DOI: 10.1109/FIE.2005.1612236
K. Rigby, D. Harrell
In an effort to increase awareness in science and engineering education in the Northwest Florida region, the University of West Florida Engineering Department in conjunction with a local Northwest Florida high school initiated a high school level pre-engineering program. Many issues were encountered in the first two years of the program. Primary issues in the deployment of the program included staffing, finance, enrollment, curriculum development, the development of instructional materials, and college credit award. Faculty level issues included the assimilation of university level faculty to the high school environment and the duality of faculty working between the university and high school systems. Student specific issues included student learning disabilities, English as a Second Language, and discipline in the classroom. Unique solutions were developed and applied to make the program a success. The following paper gives an overview of the program and solutions to some of the issues that were encountered. The goal is to present the approach taken in this particular program to give others who are developing similar programs insight into possible issues they may encounter
{"title":"Issues in developing a high school pre-engineering program","authors":"K. Rigby, D. Harrell","doi":"10.1109/FIE.2005.1612236","DOIUrl":"https://doi.org/10.1109/FIE.2005.1612236","url":null,"abstract":"In an effort to increase awareness in science and engineering education in the Northwest Florida region, the University of West Florida Engineering Department in conjunction with a local Northwest Florida high school initiated a high school level pre-engineering program. Many issues were encountered in the first two years of the program. Primary issues in the deployment of the program included staffing, finance, enrollment, curriculum development, the development of instructional materials, and college credit award. Faculty level issues included the assimilation of university level faculty to the high school environment and the duality of faculty working between the university and high school systems. Student specific issues included student learning disabilities, English as a Second Language, and discipline in the classroom. Unique solutions were developed and applied to make the program a success. The following paper gives an overview of the program and solutions to some of the issues that were encountered. The goal is to present the approach taken in this particular program to give others who are developing similar programs insight into possible issues they may encounter","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":"123802029","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.2005.1612006
G. Moses, M. Litzkow
We substituted a 10-15 minute quiz followed by active-learning problem-solving activities in place of inclass lectures in a senior level nuclear reactor theory course taken by 32 students in Spring 2004. In-class lectures were replaced by online multimedia streaming video eTEACH presentations that included self-assessment exercises that the students viewed in their own time and place. Our primary goal was to measure the effect of enhanced time-on-task strategies on student attitudes and learning outcomes. The in-class quizzes encouraged students to keep up with the mathematically challenging material and to view the online lectures `before' coming to class. The self-assessment exercises in the lectures encouraged students to immediately reflect on the depth to which they understood the material. In-class problem solving gave the faculty opportunities to directly guide students in problem-solving strategies. Student response was measured by a formal evaluation with early and end-of-the-semester surveys
{"title":"In-class active learning and frequent assessment reform of nuclear reactor theory course","authors":"G. Moses, M. Litzkow","doi":"10.1109/FIE.2005.1612006","DOIUrl":"https://doi.org/10.1109/FIE.2005.1612006","url":null,"abstract":"We substituted a 10-15 minute quiz followed by active-learning problem-solving activities in place of inclass lectures in a senior level nuclear reactor theory course taken by 32 students in Spring 2004. In-class lectures were replaced by online multimedia streaming video eTEACH presentations that included self-assessment exercises that the students viewed in their own time and place. Our primary goal was to measure the effect of enhanced time-on-task strategies on student attitudes and learning outcomes. The in-class quizzes encouraged students to keep up with the mathematically challenging material and to view the online lectures `before' coming to class. The self-assessment exercises in the lectures encouraged students to immediately reflect on the depth to which they understood the material. In-class problem solving gave the faculty opportunities to directly guide students in problem-solving strategies. Student response was measured by a formal evaluation with early and end-of-the-semester surveys","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":"126620062","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.2005.1611998
N. Dov
The purpose of this study was to develop an observation model for the lab lesson in electricity and electronics laboratories. Unstructured observations were carried out in laboratory classes (in six lessons in various high schools) on learning and instruction processes, both in the conventional method and in the simulation method (three lessons for each method). An observation model was then developed. Unstructured observations findings indicate the main division of the observation model categories which is based on the four stages inherent in the structure of the lab lesson; organization, preliminary theoretical background discussion, carrying out the experiment, and summary of the lab lesson. The first experimental observation model for use in a small group was piloted. An innovative observation model that has been developed was used to conduct observations in six different 12th grade lab classes in the electric and electronics stream in Israeli high schools. On the basis of these observations, the model was revised and improved. Observations findings indicated the advantages of learning and instruction processes in the computerized simulation method over the conventional method. The observation model which was developed in this study may serve as an observation tool to monitor skills development and cognitive processes in students during conventional or simulated laboratory lessons and as a further way of improving learning and instruction processes
{"title":"Developing an observation model in the conventional and simulation lab lessons: observations on learning and instruction processes","authors":"N. Dov","doi":"10.1109/FIE.2005.1611998","DOIUrl":"https://doi.org/10.1109/FIE.2005.1611998","url":null,"abstract":"The purpose of this study was to develop an observation model for the lab lesson in electricity and electronics laboratories. Unstructured observations were carried out in laboratory classes (in six lessons in various high schools) on learning and instruction processes, both in the conventional method and in the simulation method (three lessons for each method). An observation model was then developed. Unstructured observations findings indicate the main division of the observation model categories which is based on the four stages inherent in the structure of the lab lesson; organization, preliminary theoretical background discussion, carrying out the experiment, and summary of the lab lesson. The first experimental observation model for use in a small group was piloted. An innovative observation model that has been developed was used to conduct observations in six different 12th grade lab classes in the electric and electronics stream in Israeli high schools. On the basis of these observations, the model was revised and improved. Observations findings indicated the advantages of learning and instruction processes in the computerized simulation method over the conventional method. The observation model which was developed in this study may serve as an observation tool to monitor skills development and cognitive processes in students during conventional or simulated laboratory lessons and as a further way of improving learning and instruction processes","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":"126638959","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.2005.1612075
J. Ellis, B. Hodgkin
Each Introduction to Engineering student at USM experiences what it is like to be an engineering student and to do engineering-like work. Under development for five years, the course is always an experiment in process, focused on increased student competence and confidence in 28 areas of USM's EC2000 outcomes. Our most recent interventions have focused on the wide range of student preparation and on facilitating electronic exchange of materials. These include: (i) engaging proficient students as coaches for less proficient students, (ii) introducing short-duration, in-class assessments of specific knowledge and skills, and (iii) using the departmental server and HTML templates to exchange course documents and work products. Results? Coaching developed, once trust and course norms were established. Simple assessments of competence produced provocative comparisons with students' self-assessments. And despite start-up challenges, straightforward filesystem concepts and homegrown HTML templates proved at least as useful as proprietary class management software. Find all course materials at www.ee.usm.maine.edu/courses/egn100
{"title":"Work in progress - developing skills through projects in introduction to engineering","authors":"J. Ellis, B. Hodgkin","doi":"10.1109/FIE.2005.1612075","DOIUrl":"https://doi.org/10.1109/FIE.2005.1612075","url":null,"abstract":"Each Introduction to Engineering student at USM experiences what it is like to be an engineering student and to do engineering-like work. Under development for five years, the course is always an experiment in process, focused on increased student competence and confidence in 28 areas of USM's EC2000 outcomes. Our most recent interventions have focused on the wide range of student preparation and on facilitating electronic exchange of materials. These include: (i) engaging proficient students as coaches for less proficient students, (ii) introducing short-duration, in-class assessments of specific knowledge and skills, and (iii) using the departmental server and HTML templates to exchange course documents and work products. Results? Coaching developed, once trust and course norms were established. Simple assessments of competence produced provocative comparisons with students' self-assessments. And despite start-up challenges, straightforward filesystem concepts and homegrown HTML templates proved at least as useful as proprietary class management software. Find all course materials at www.ee.usm.maine.edu/courses/egn100","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":"126658231","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.2005.1612111
Liyong Wan, Chengling Zhao, Qingtang Liu, Junyi Sun
The new crop of learning content management system (LCMS), designed to create, store, assemble and deliver personalized e-learning content at the object level, are likely the closest application yet to bridging knowledge management and learning management. Selecting and implementing a LCMS will be one of the largest IT projects tackled by many organizations. With so many vendors and products, it is very hard to compare between them. An effective evaluated approach is critical. From a perspective of knowledge management, a LCMS must include these six features: learning content creation, publishing, content management function, presentation, communication & collaboration function and standard compliant. This paper analyzed these features and proposed a six-dimension and three-level (mandatory level, advanced level and recommended level) evaluation model for LCMSs. This model will help organizations choose a proper LCMS for identifying actual requirements
{"title":"Work in Progress-An Evaluation Model for Learning Content Management Systems: from a Perspective of Knowledge Management","authors":"Liyong Wan, Chengling Zhao, Qingtang Liu, Junyi Sun","doi":"10.1109/FIE.2005.1612111","DOIUrl":"https://doi.org/10.1109/FIE.2005.1612111","url":null,"abstract":"The new crop of learning content management system (LCMS), designed to create, store, assemble and deliver personalized e-learning content at the object level, are likely the closest application yet to bridging knowledge management and learning management. Selecting and implementing a LCMS will be one of the largest IT projects tackled by many organizations. With so many vendors and products, it is very hard to compare between them. An effective evaluated approach is critical. From a perspective of knowledge management, a LCMS must include these six features: learning content creation, publishing, content management function, presentation, communication & collaboration function and standard compliant. This paper analyzed these features and proposed a six-dimension and three-level (mandatory level, advanced level and recommended level) evaluation model for LCMSs. This model will help organizations choose a proper LCMS for identifying actual requirements","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":"115055116","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.2005.1612255
F. Windlin, C.E.G. Petroni, R. Neto, M. Giorgetti
This paper describes the structure of a design contest, that is followed by a prototype contest, offered to the undergraduate engineering and engineering technology students in Brazil. The event, known as the TMT-Motoco Program for the Incentive of Technological Creativity, or Program TMT-ITC, started in February 2004 and is meant to be repeated annually. TMT-Motoco do Brasil Ltda, a manufacturer of engines and transmissions, is a Brazilian subsidiary of the Tecumseh Products Company, from Michigan, USA report on the program's operation in 2004 and an early progress report for 2005 is also presented. In the two phases, design and prototype, the selection of the best products is based upon the optimization of an index of merit which emulates a benefit/cost ratio. For the TMT-ITC 2004, the diversity of the engineering solutions brought out by the participants was extraordinary, serving well to demonstrate the difference between the solution of a scientific problem and the solution of a technological problem
本文描述了一个设计竞赛的结构，然后是一个原型竞赛，提供给巴西的本科工程和工程技术专业的学生。这项活动被称为TMT-Motoco技术创新激励计划，或TMT-ITC计划，于2004年2月开始，计划每年重复一次。TMT-Motoco do Brasil Ltda是一家发动机和变速器制造商，是Tecumseh产品公司在巴西的子公司，来自美国密歇根州，报告了该项目2004年的运行情况和2005年的早期进展报告。在设计和原型这两个阶段中，最佳产品的选择是基于对价值指数的优化，该指数模拟了效益/成本比。在TMT-ITC 2004中，参与者提出的工程解决方案非常多样化，很好地展示了解决科学问题和解决技术问题之间的区别
{"title":"Design contests, an educational alternative","authors":"F. Windlin, C.E.G. Petroni, R. Neto, M. Giorgetti","doi":"10.1109/FIE.2005.1612255","DOIUrl":"https://doi.org/10.1109/FIE.2005.1612255","url":null,"abstract":"This paper describes the structure of a design contest, that is followed by a prototype contest, offered to the undergraduate engineering and engineering technology students in Brazil. The event, known as the TMT-Motoco Program for the Incentive of Technological Creativity, or Program TMT-ITC, started in February 2004 and is meant to be repeated annually. TMT-Motoco do Brasil Ltda, a manufacturer of engines and transmissions, is a Brazilian subsidiary of the Tecumseh Products Company, from Michigan, USA report on the program's operation in 2004 and an early progress report for 2005 is also presented. In the two phases, design and prototype, the selection of the best products is based upon the optimization of an index of merit which emulates a benefit/cost ratio. For the TMT-ITC 2004, the diversity of the engineering solutions brought out by the participants was extraordinary, serving well to demonstrate the difference between the solution of a scientific problem and the solution of a technological problem","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":"115187654","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.2005.1611922
T. Walker, J. Moore
The two greatest disincentives to offering engineering courses in "distance" mode are the additional effort required for faculty to prepare and deliver the materials and the concurrent loss of the immediate feedback the instructor receives in a typical classroom environment. An "online" offering of a course typically increases the faculty effort by a factor of four to six and, without costly broadband communications equipment and operating personnel, it is difficult for students to ask questions of the instructor or the instructor to poll or quiz the students. Without these features, much of what is called "distance-learning" today can be distilled to nothing more than watching recorded video and definitely not the desired "learning community" experience of the contemporary engineering classroom. Silicon Chalktrade is collaborative software designed to enhance the face-to-face experience, allow for and encourage participation of remote students, record the entire process, and make it available to students involved synchronously and asynchronously while eliminating, almost entirely, the additional staff and equipment overhead traditionally required. This paper discusses a Silicon Chalktrade pilot project in progress at Virginia Tech
{"title":"Work in progress - instant distance learning course development using Silicon Chalk/spl trade/","authors":"T. Walker, J. Moore","doi":"10.1109/FIE.2005.1611922","DOIUrl":"https://doi.org/10.1109/FIE.2005.1611922","url":null,"abstract":"The two greatest disincentives to offering engineering courses in \"distance\" mode are the additional effort required for faculty to prepare and deliver the materials and the concurrent loss of the immediate feedback the instructor receives in a typical classroom environment. An \"online\" offering of a course typically increases the faculty effort by a factor of four to six and, without costly broadband communications equipment and operating personnel, it is difficult for students to ask questions of the instructor or the instructor to poll or quiz the students. Without these features, much of what is called \"distance-learning\" today can be distilled to nothing more than watching recorded video and definitely not the desired \"learning community\" experience of the contemporary engineering classroom. Silicon Chalktrade is collaborative software designed to enhance the face-to-face experience, allow for and encourage participation of remote students, record the entire process, and make it available to students involved synchronously and asynchronously while eliminating, almost entirely, the additional staff and equipment overhead traditionally required. This paper discusses a Silicon Chalktrade pilot project in progress at Virginia Tech","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":"115994169","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.2005.1612170
A. Hansen, A. Bohn, J. Smithers
There is a sense of urgency to encourage students in the U.S. to embark on some form of study abroad experience. A whole semester or year abroad is a deterrent for many students because of the relatively large time commitment in an unknown environment and also because of concerns regarding completion of degree requirements. In this paper a short-term study abroad program is described in which students from the Agricultural and Biological Engineering Department at the University of Illinois collaborated in teams with senior engineering students in South Africa on capstone design projects. The projects were proposed by the School of Bioresources Engineering and Environmental Hydrology at the University of KwaZulu-Natal. Excursions were organized to expand student cultural awareness and understanding of agricultural practices and technology development. It was concluded that the format followed for this international exchange was very effective and successful in meeting the objectives set out for this short-term educational experience
{"title":"Study Abroad Experience in South Africa Through Short-Term Collaborative Projects","authors":"A. Hansen, A. Bohn, J. Smithers","doi":"10.1109/FIE.2005.1612170","DOIUrl":"https://doi.org/10.1109/FIE.2005.1612170","url":null,"abstract":"There is a sense of urgency to encourage students in the U.S. to embark on some form of study abroad experience. A whole semester or year abroad is a deterrent for many students because of the relatively large time commitment in an unknown environment and also because of concerns regarding completion of degree requirements. In this paper a short-term study abroad program is described in which students from the Agricultural and Biological Engineering Department at the University of Illinois collaborated in teams with senior engineering students in South Africa on capstone design projects. The projects were proposed by the School of Bioresources Engineering and Environmental Hydrology at the University of KwaZulu-Natal. Excursions were organized to expand student cultural awareness and understanding of agricultural practices and technology development. It was concluded that the format followed for this international exchange was very effective and successful in meeting the objectives set out for this short-term educational experience","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":"116109905","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.2005.1612216
E. Towle, Jennifer Mann, B. Kinsey, E. J. O'Brien, Christopher F. Bauer, Robert Champoux
Spatial ability, such as the ability to correctly visualize three dimensional objects when they are represented in two dimensions (such as in computer-aided design (CAD) software or in a detailed part drawing), is an essential skill for engineers. Research has shown that spatial ability is positively correlated with retention and performance of students within other disciplines which rely on spatial ability, (e.g. chemistry). However, whether spatial ability affects the retention of students in engineering has been disputed in the literature. Furthermore, research has not yet been conducted which assesses the relationship between self efficacy, that is the student's confidence, with respect to spatial skills and retention. In this paper, results of both spatial ability, using a subset of the Purdue spatial visualization test: rotations (PSVT:R), and self efficacy, using a developed test for this research, was presented for over 200 students from five different engineering disciplines. Statistically significant differences were found for gender, type of CAD training, class standing and whether or not the student is declared or undeclared in engineering with respect to self efficacy and/or spatial ability
{"title":"Assessing the self efficacy and spatial ability of engineering students from multiple disciplines","authors":"E. Towle, Jennifer Mann, B. Kinsey, E. J. O'Brien, Christopher F. Bauer, Robert Champoux","doi":"10.1109/FIE.2005.1612216","DOIUrl":"https://doi.org/10.1109/FIE.2005.1612216","url":null,"abstract":"Spatial ability, such as the ability to correctly visualize three dimensional objects when they are represented in two dimensions (such as in computer-aided design (CAD) software or in a detailed part drawing), is an essential skill for engineers. Research has shown that spatial ability is positively correlated with retention and performance of students within other disciplines which rely on spatial ability, (e.g. chemistry). However, whether spatial ability affects the retention of students in engineering has been disputed in the literature. Furthermore, research has not yet been conducted which assesses the relationship between self efficacy, that is the student's confidence, with respect to spatial skills and retention. In this paper, results of both spatial ability, using a subset of the Purdue spatial visualization test: rotations (PSVT:R), and self efficacy, using a developed test for this research, was presented for over 200 students from five different engineering disciplines. Statistically significant differences were found for gender, type of CAD training, class standing and whether or not the student is declared or undeclared in engineering with respect to self efficacy and/or spatial ability","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":"122396277","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.2005.1612293
S. Dascalu, Y. Varol, F. Harris, B. Westphal
This paper gives an overview of a capstone course, CS426-Senior Projects, and focuses on the streamlined software engineering process followed to take student projects from initial concept to prototype implementation. The paper provides details on course structure, pointers to students' work, and observations on applying various educational tools. It also presents details on the software process designed and followed in CS426 to support high quality project development in the short timeframe of an academic semester. A discussion of criteria used for deciding on project phases, activities and artifacts, together with an analysis on how this shorter, streamlined development process could be applied to other engineering courses is included. The number of publications and other accomplishments that resulted from CS426 student projects are also reported. Furthermore, we compare our approach to this capstone course with others, and include a summary of planned enhancements to the course's content, delivery, and outcomes
{"title":"Computer science capstone course senior projects: from project idea to prototype implementation","authors":"S. Dascalu, Y. Varol, F. Harris, B. Westphal","doi":"10.1109/FIE.2005.1612293","DOIUrl":"https://doi.org/10.1109/FIE.2005.1612293","url":null,"abstract":"This paper gives an overview of a capstone course, CS426-Senior Projects, and focuses on the streamlined software engineering process followed to take student projects from initial concept to prototype implementation. The paper provides details on course structure, pointers to students' work, and observations on applying various educational tools. It also presents details on the software process designed and followed in CS426 to support high quality project development in the short timeframe of an academic semester. A discussion of criteria used for deciding on project phases, activities and artifacts, together with an analysis on how this shorter, streamlined development process could be applied to other engineering courses is included. The number of publications and other accomplishments that resulted from CS426 student projects are also reported. Furthermore, we compare our approach to this capstone course with others, and include a summary of planned enhancements to the course's content, delivery, and outcomes","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":"114054101","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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