Pub Date : 2005-10-19DOI: 10.1109/FIE.2005.1611955
J. Froyd, A. Srinivasa, D. Maxwell, A. Conkey, K. Shryock
First-year engineering curricula are vitally important in improving the quantity and quality of engineering graduates. Many innovative approaches to first-year engineering curriculum development have been created and implemented over the past twenty years. Often, innovative approaches incorporate one or more engineering projects as learning experiences for first-year students. Further, problem-based and project-based pedagogical theories have offered the framework for many innovative learning experiences for engineering students in all four years of engineering curricula. As Texas A&M University improves its first-year engineering curricula, faculty members are re-examining the nature of the project-based learning experiences both to improve the learning experiences and to develop specifications for future project-based learning experiences. This paper presents the rationale behind the five specifications and offers experiences in developing and implementing the design projects for the prototype first-year engineering curricula. The paper also describes the assessment and evaluation plan as well as assessment data that has been analyzed to date
{"title":"A Project-Based Approach To First-Year Engineering Curriculum Development","authors":"J. Froyd, A. Srinivasa, D. Maxwell, A. Conkey, K. Shryock","doi":"10.1109/FIE.2005.1611955","DOIUrl":"https://doi.org/10.1109/FIE.2005.1611955","url":null,"abstract":"First-year engineering curricula are vitally important in improving the quantity and quality of engineering graduates. Many innovative approaches to first-year engineering curriculum development have been created and implemented over the past twenty years. Often, innovative approaches incorporate one or more engineering projects as learning experiences for first-year students. Further, problem-based and project-based pedagogical theories have offered the framework for many innovative learning experiences for engineering students in all four years of engineering curricula. As Texas A&M University improves its first-year engineering curricula, faculty members are re-examining the nature of the project-based learning experiences both to improve the learning experiences and to develop specifications for future project-based learning experiences. This paper presents the rationale behind the five specifications and offers experiences in developing and implementing the design projects for the prototype first-year engineering curricula. The paper also describes the assessment and evaluation plan as well as assessment data that has been analyzed to date","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":"114133747","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.2005.1612065
R. Bannerot
An individual project in an early engineering design course is described in which students were required to learn about a simple, ancient system for telling time, namely a sun clock. The students then designed, fabricated and presented for testing both a vertically and horizontally mounted sun clock. These projects were evaluated based on the accuracy of the clocks, the quality of the artifacts, and a written report. The students were asked to participate in the grading of the artifacts. Their evaluations were shown to be very "conservative" (everyone was given A's and B's.) in spite of explicit instructions to the contrary, leading to the suggestion that engineering students may lack the skills to make effective, qualitative judgments and may benefit from an exposure to design in other, more qualitative disciplines like interior design, industrial design, and/or architecture
{"title":"Creating a sun clock","authors":"R. Bannerot","doi":"10.1109/FIE.2005.1612065","DOIUrl":"https://doi.org/10.1109/FIE.2005.1612065","url":null,"abstract":"An individual project in an early engineering design course is described in which students were required to learn about a simple, ancient system for telling time, namely a sun clock. The students then designed, fabricated and presented for testing both a vertically and horizontally mounted sun clock. These projects were evaluated based on the accuracy of the clocks, the quality of the artifacts, and a written report. The students were asked to participate in the grading of the artifacts. Their evaluations were shown to be very \"conservative\" (everyone was given A's and B's.) in spite of explicit instructions to the contrary, leading to the suggestion that engineering students may lack the skills to make effective, qualitative judgments and may benefit from an exposure to design in other, more qualitative disciplines like interior design, industrial design, and/or architecture","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":"114424853","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.2005.1611951
C. Wellington, T. Briggs, C. Girard
In Fall of 2004, we offered two software engineering courses: one in plan-driven methodologies and one in agile methodologies. In these courses, the students work on large projects in teams of 14 to 16 students using variants of Team Software Process (TSP) or Extreme Programming (XP). In order to compare the students' experiences with these methodologies, the team in the plan-driven course and one of the agile teams were given the same problem statement. Throughout the semester, we measured team cohesion and individuals' attachment to the project. To measure team cohesion, we modified the Group Environment Questionnaire that has been shown to accurately reflect team cohesion in sports teams. We also developed some of our own cohesion metrics and a measure of attachment to the project. While the GEQ showed no significant difference between the teams, our measures showed higher overall cohesion in XP, but higher sub-team cohesion in TSP. At the end of the semester, we also compared the functionality of the applications the teams developed and a variety of code metrics measuring the quality of their code and its design. While the team's developed approximately the same amount of functionality, in general, the XP team's code had better metrics. The TSP team required much more code to accomplish the same functionality because, although they had a strong design, their implementation did not leverage inheritance as the design expected
{"title":"Comparison of student experiences with plan-driven and agile methodologies","authors":"C. Wellington, T. Briggs, C. Girard","doi":"10.1109/FIE.2005.1611951","DOIUrl":"https://doi.org/10.1109/FIE.2005.1611951","url":null,"abstract":"In Fall of 2004, we offered two software engineering courses: one in plan-driven methodologies and one in agile methodologies. In these courses, the students work on large projects in teams of 14 to 16 students using variants of Team Software Process (TSP) or Extreme Programming (XP). In order to compare the students' experiences with these methodologies, the team in the plan-driven course and one of the agile teams were given the same problem statement. Throughout the semester, we measured team cohesion and individuals' attachment to the project. To measure team cohesion, we modified the Group Environment Questionnaire that has been shown to accurately reflect team cohesion in sports teams. We also developed some of our own cohesion metrics and a measure of attachment to the project. While the GEQ showed no significant difference between the teams, our measures showed higher overall cohesion in XP, but higher sub-team cohesion in TSP. At the end of the semester, we also compared the functionality of the applications the teams developed and a variety of code metrics measuring the quality of their code and its design. While the team's developed approximately the same amount of functionality, in general, the XP team's code had better metrics. The TSP team required much more code to accomplish the same functionality because, although they had a strong design, their implementation did not leverage inheritance as the design expected","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":"129510130","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.2005.1612195
D. Trytten, S. Walden, T. Rhoads
During a NSF funded (HRD-0225228) study of gender parity in the School of Industrial Engineering (IE) at the University of Oklahoma, IE students' responses to questions about courses, experiences with faculty, and computers were noted. Over half of the students (21 out of 41) interviewed commented about Computer Science (CS), Computer Engineering (CE), or Electrical Engineering. Student responses fell into three categories: perceptions of the disciplines (12), perceptions of the departments (7), and perceptions of programming courses (15). IE students perceived these disciplines as intangible, populated by cubicle dwellers, limited, and lucrative. These disciplines need to better communicate their professional context. Perceptions of the departments came mostly from former CE majors who felt unwelcome there. Of the 30 students who had taken the programming course, 4 students enjoyed it and 11 students disliked it. The absence of an accepted pedagogy for beginning programming classes is felt by these students
{"title":"Industrial engineering student perceptions of computer science, computer engineering, and electrical engineering","authors":"D. Trytten, S. Walden, T. Rhoads","doi":"10.1109/FIE.2005.1612195","DOIUrl":"https://doi.org/10.1109/FIE.2005.1612195","url":null,"abstract":"During a NSF funded (HRD-0225228) study of gender parity in the School of Industrial Engineering (IE) at the University of Oklahoma, IE students' responses to questions about courses, experiences with faculty, and computers were noted. Over half of the students (21 out of 41) interviewed commented about Computer Science (CS), Computer Engineering (CE), or Electrical Engineering. Student responses fell into three categories: perceptions of the disciplines (12), perceptions of the departments (7), and perceptions of programming courses (15). IE students perceived these disciplines as intangible, populated by cubicle dwellers, limited, and lucrative. These disciplines need to better communicate their professional context. Perceptions of the departments came mostly from former CE majors who felt unwelcome there. Of the 30 students who had taken the programming course, 4 students enjoyed it and 11 students disliked it. The absence of an accepted pedagogy for beginning programming classes is felt by these 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":"129611376","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.2005.1611892
B. London, L. Deyo
Six different engineering courses were taught using aspects of the classical ballet instruction model in organization, teaching methods, and learning strategies. There was a strong focus on performance. The courses spanned sophomore to senior levels. Some aspects of the ballet model worked well: setting rules for the Sacred Space for learning, the beginning activity ("stretch"), the overall organization of the class session, communicating the known ideal, including historical background, and using demonstrations. Some aspects did not work (thus far): exams are not yet performances on stage, little practice or rehearsal occurs, little competition between students occurs, asking students questions in class is uncomfortable, and many students do not want to be in class. New ideas presented include "casting" for exams and highlighting the role of repetition in learning. It was deemed worthwhile to apply the performing arts model to foster increased learning during engineering class
{"title":"The Ballet Model in Engineering Classes – What Works, What Doesn’t, and What’s New","authors":"B. London, L. Deyo","doi":"10.1109/FIE.2005.1611892","DOIUrl":"https://doi.org/10.1109/FIE.2005.1611892","url":null,"abstract":"Six different engineering courses were taught using aspects of the classical ballet instruction model in organization, teaching methods, and learning strategies. There was a strong focus on performance. The courses spanned sophomore to senior levels. Some aspects of the ballet model worked well: setting rules for the Sacred Space for learning, the beginning activity (\"stretch\"), the overall organization of the class session, communicating the known ideal, including historical background, and using demonstrations. Some aspects did not work (thus far): exams are not yet performances on stage, little practice or rehearsal occurs, little competition between students occurs, asking students questions in class is uncomfortable, and many students do not want to be in class. New ideas presented include \"casting\" for exams and highlighting the role of repetition in learning. It was deemed worthwhile to apply the performing arts model to foster increased learning during engineering class","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":"128362305","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.2005.1611911
C. Hulls
An increasing trend for lecture-based courses is for instructors to convert their lecture notes to slides that can be projected electronically. While there are many advantages to electronic projection, a large drawback is the loss of interactivity and spontaneity that can result. The use of a tablet PC by the instructor promises to overcome this difficulty. The tablet PC, combined with appropriate software, enables the instructor to "write and draw" using digital ink. This allows the instructor to provide colour attentional marks, annotations and drawings as the lecture progresses. Examples of the use of digitally inked slides for classroom teaching are given. While a basic study of the impact on using the tablet PC as the primary method of instruction does not show a noticeable difference in effectiveness over using other methods, both instructor and student responses to the use of the tablet PC were favorable
{"title":"Using a Tablet PC for Classroom Instruction","authors":"C. Hulls","doi":"10.1109/FIE.2005.1611911","DOIUrl":"https://doi.org/10.1109/FIE.2005.1611911","url":null,"abstract":"An increasing trend for lecture-based courses is for instructors to convert their lecture notes to slides that can be projected electronically. While there are many advantages to electronic projection, a large drawback is the loss of interactivity and spontaneity that can result. The use of a tablet PC by the instructor promises to overcome this difficulty. The tablet PC, combined with appropriate software, enables the instructor to \"write and draw\" using digital ink. This allows the instructor to provide colour attentional marks, annotations and drawings as the lecture progresses. Examples of the use of digitally inked slides for classroom teaching are given. While a basic study of the impact on using the tablet PC as the primary method of instruction does not show a noticeable difference in effectiveness over using other methods, both instructor and student responses to the use of the tablet PC were favorable","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":"128602356","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.2005.1612031
W. Schilling, M. Alam
Static analysis is one method that offers potential for reducing errors in delivered software. Static analysis is currently used to discover buffer overflows and mathematical errors, as well as verifying compliance with documented programming standards. Static analysis is routinely used in safety critical software applications within the avionics and automotive industries. Outside of these applications, static analysis is not a routinely taught method for software development. This paper intends to provide a quantitative measure for evaluating the effectiveness of static analysis as well as presenting results from an academic environment
{"title":"Work in progress - Measuring the ROItimefor Static Analysis","authors":"W. Schilling, M. Alam","doi":"10.1109/FIE.2005.1612031","DOIUrl":"https://doi.org/10.1109/FIE.2005.1612031","url":null,"abstract":"Static analysis is one method that offers potential for reducing errors in delivered software. Static analysis is currently used to discover buffer overflows and mathematical errors, as well as verifying compliance with documented programming standards. Static analysis is routinely used in safety critical software applications within the avionics and automotive industries. Outside of these applications, static analysis is not a routinely taught method for software development. This paper intends to provide a quantitative measure for evaluating the effectiveness of static analysis as well as presenting results from an academic environment","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":"124650315","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.2005.1612284
R. Culver, J. Wadach, P. Weeks, M. Anderson
Engineering workforce studies have found that 40% of engineering graduates have attended a community college. Recognizing that we face serious shortages of engineers in the future, the National Academy of Engineering has initiated a study to investigate how community colleges can help to increase the number of science and engineering graduates. The authors participated in the first phase of this study. While those who work with community college engineering science graduates accept that they are equal to their 4-year counterparts, the public does not appreciate the strength of these programs. For the community college engineering science programs to grow and thrive, four-year engineering colleges need to partner with them to help market the programs as a viable alternative and provide support in building a smooth articulation process
{"title":"Work in progress - NAE study: enhancing community college pathways in engineering","authors":"R. Culver, J. Wadach, P. Weeks, M. Anderson","doi":"10.1109/FIE.2005.1612284","DOIUrl":"https://doi.org/10.1109/FIE.2005.1612284","url":null,"abstract":"Engineering workforce studies have found that 40% of engineering graduates have attended a community college. Recognizing that we face serious shortages of engineers in the future, the National Academy of Engineering has initiated a study to investigate how community colleges can help to increase the number of science and engineering graduates. The authors participated in the first phase of this study. While those who work with community college engineering science graduates accept that they are equal to their 4-year counterparts, the public does not appreciate the strength of these programs. For the community college engineering science programs to grow and thrive, four-year engineering colleges need to partner with them to help market the programs as a viable alternative and provide support in building a smooth articulation process","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":"130495586","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.2005.1611893
Candice Bauer, V. D. Adams
An innovative lesson plan for teaching engineering ethics has been developed at the University of Nevada, Reno. The students are divided into two teams. Each team is asked to select four candidates. Just then, some famous music plays and "Who Wants to Be an Ethical Engineer?" begins. Modeled after the game show "Who Wants to Be a Millionaire?," the selected questions place the students into real scenarios and is modeled after the review questions for the Fundamentals of Engineering Exam. Course evaluations and interviews reveal that this lesson is a student favorite. Inherently, the lesson serves as teaching tool and assessment tool. Reviewed here is a demonstration of a learner-centered session, complete rules of the game for implementations, best practices, pitfall avoidance, and suggestions on reinforcement and continued assessment
内华达大学里诺分校(University of Nevada, Reno)制定了一项创新的工程伦理教学计划。学生们被分成两队。每队被要求选出四名候选人。就在这时，一些著名的音乐剧和“谁想成为一名道德工程师?”开始了。模仿游戏节目“谁想成为百万富翁?”，选择的问题将学生置于真实的场景中，并以工程基础考试的复习问题为模型。课程评估和访谈显示，这节课是学生的最爱。从本质上讲，课程是教学工具和评估工具。这里回顾了一个以学习者为中心的会话的演示，完整的游戏规则的实现，最佳实践，陷阱避免，以及关于强化和持续评估的建议
{"title":"Who Wants to Be An Ethical Engineer?","authors":"Candice Bauer, V. D. Adams","doi":"10.1109/FIE.2005.1611893","DOIUrl":"https://doi.org/10.1109/FIE.2005.1611893","url":null,"abstract":"An innovative lesson plan for teaching engineering ethics has been developed at the University of Nevada, Reno. The students are divided into two teams. Each team is asked to select four candidates. Just then, some famous music plays and \"Who Wants to Be an Ethical Engineer?\" begins. Modeled after the game show \"Who Wants to Be a Millionaire?,\" the selected questions place the students into real scenarios and is modeled after the review questions for the Fundamentals of Engineering Exam. Course evaluations and interviews reveal that this lesson is a student favorite. Inherently, the lesson serves as teaching tool and assessment tool. Reviewed here is a demonstration of a learner-centered session, complete rules of the game for implementations, best practices, pitfall avoidance, and suggestions on reinforcement and continued assessment","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":"126916050","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.2005.1612028
M. Ardis, C. Dugas
All software engineering courses face a daunting task: how to recreate within the classroom the environment of software engineering as it is practiced. There are three major difficulties to overcome: providing the cultural environment of professional software engineering, providing opportunities for learning by observation and imitation, and providing opportunities for constructive feedback from teammates. Each of these difficulties can be addressed, but some creativity may be required to solve them within the traditional classroom setting
{"title":"Diversity of interaction in a quality assurance course","authors":"M. Ardis, C. Dugas","doi":"10.1109/FIE.2005.1612028","DOIUrl":"https://doi.org/10.1109/FIE.2005.1612028","url":null,"abstract":"All software engineering courses face a daunting task: how to recreate within the classroom the environment of software engineering as it is practiced. There are three major difficulties to overcome: providing the cultural environment of professional software engineering, providing opportunities for learning by observation and imitation, and providing opportunities for constructive feedback from teammates. Each of these difficulties can be addressed, but some creativity may be required to solve them within the traditional classroom setting","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":"114212623","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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