Pub Date : 2005-10-19DOI: 10.1109/FIE.2005.1612135
J. Conrad, Y. Sireli
US university engineering programs include a "senior design" course in their curricula. These courses are a student's last opportunity to use design skills learned in school. Student teams work to solve a problem while demonstrating their design and technical skills. A survey of one university department's program showed that few student groups complete the full functionality promised at the outset, and many groups did not even complete working systems, only working subsystems. If the students possessed project management skills, they could be more successful. Pedagogy of project management concepts is suggested, based on the Project Management Institute's "Project Management Body of Knowledge". An evaluation plan is also suggested for assessing the value of this new framework
{"title":"Learning project management skills in senior design courses","authors":"J. Conrad, Y. Sireli","doi":"10.1109/FIE.2005.1612135","DOIUrl":"https://doi.org/10.1109/FIE.2005.1612135","url":null,"abstract":"US university engineering programs include a \"senior design\" course in their curricula. These courses are a student's last opportunity to use design skills learned in school. Student teams work to solve a problem while demonstrating their design and technical skills. A survey of one university department's program showed that few student groups complete the full functionality promised at the outset, and many groups did not even complete working systems, only working subsystems. If the students possessed project management skills, they could be more successful. Pedagogy of project management concepts is suggested, based on the Project Management Institute's \"Project Management Body of Knowledge\". An evaluation plan is also suggested for assessing the value of this new framework","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":"117299272","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.2005.1612128
A. Lovati, W. C. Powell
This interactive session is the result of a collaborative effort between Rose-Hulman and the Indiana School for the Blind (ISB) designed to emphasize the significant role a consumer plays in the development and design process of new technologies for the blind and visually impaired. The resulting environment was mutually beneficial to both schools. For Rose-Hulman, the students and staff were provided opportunities to explore the needs and concerns of a unique consumer population, experience social and cultural diversity and apply their technical and entrepreneurial skills. The Indiana School for the Blind's tech club, the COGs (collection of geeks), was able to continue to develop organizational and problem solving skills developed through a continuing association with Butler University's Educational Department. Participants of this session will have the opportunity to participate in several of these simulations, interacting with staff of ISB and students from ISB and Rose-Hulman
{"title":"Special Session - Designing Independence for the Blind and Visually Impaired","authors":"A. Lovati, W. C. Powell","doi":"10.1109/FIE.2005.1612128","DOIUrl":"https://doi.org/10.1109/FIE.2005.1612128","url":null,"abstract":"This interactive session is the result of a collaborative effort between Rose-Hulman and the Indiana School for the Blind (ISB) designed to emphasize the significant role a consumer plays in the development and design process of new technologies for the blind and visually impaired. The resulting environment was mutually beneficial to both schools. For Rose-Hulman, the students and staff were provided opportunities to explore the needs and concerns of a unique consumer population, experience social and cultural diversity and apply their technical and entrepreneurial skills. The Indiana School for the Blind's tech club, the COGs (collection of geeks), was able to continue to develop organizational and problem solving skills developed through a continuing association with Butler University's Educational Department. Participants of this session will have the opportunity to participate in several of these simulations, interacting with staff of ISB and students from ISB and Rose-Hulman","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":"116333599","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.2005.1612274
M. Ilinca, M. Carcea, O. Anghel, O. Jitaru
The paper presents a study which identifies a series of factors influencing students' steadiness in their option for engineering training and the final aim is to elaborate an IT system for monitoring the quality of educational offer. This aim is reached through a research developed in three stages. Only the first and the second stages were described here. The last one is in work. So, the first stage is materialized in elaborating and validating a questionnaire structured on three dimensions: finding the expectations, diagnosis of initial motivation for initiating students in engineering, specifying identity information and elements of personal history from educational student's experience. The sample is randomly chosen and the students from the research group belong to Technical University "Gh. Asachi" Iassy, Romania, attending first, second and third year of study. The second stage of the scientific research establishes the relations between the identified expectations, initial motivation of students for engineering training and personal history in educational area on the one hand and students' educational performance on the other hand. Afterwards, the results of the first two stages represents the starting point for planning computer software to predict the steadiness of students in their professional choice
{"title":"Work in Progress - Computer Software for Predicting Steadiness of the Students","authors":"M. Ilinca, M. Carcea, O. Anghel, O. Jitaru","doi":"10.1109/FIE.2005.1612274","DOIUrl":"https://doi.org/10.1109/FIE.2005.1612274","url":null,"abstract":"The paper presents a study which identifies a series of factors influencing students' steadiness in their option for engineering training and the final aim is to elaborate an IT system for monitoring the quality of educational offer. This aim is reached through a research developed in three stages. Only the first and the second stages were described here. The last one is in work. So, the first stage is materialized in elaborating and validating a questionnaire structured on three dimensions: finding the expectations, diagnosis of initial motivation for initiating students in engineering, specifying identity information and elements of personal history from educational student's experience. The sample is randomly chosen and the students from the research group belong to Technical University \"Gh. Asachi\" Iassy, Romania, attending first, second and third year of study. The second stage of the scientific research establishes the relations between the identified expectations, initial motivation of students for engineering training and personal history in educational area on the one hand and students' educational performance on the other hand. Afterwards, the results of the first two stages represents the starting point for planning computer software to predict the steadiness of students in their professional choice","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":"122105736","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.2005.1611942
Yi-Min Huang, Jessica M. Yellin, J. Turns
Although many preparing future faculty programs exist, engineering graduate students interested in the professorate often have few opportunities to approach their teaching as a scholarly activity. While much research on educators' conceptions of teaching in higher education exist, little of this research has focused on the conceptions of engineering educators and even less on the conceptions of engineering graduate students. In the Engineering Teaching Portfolio Program, graduate students in engineering who are interested in faculty careers discuss and reflect about their teaching within the context of creating individual teaching portfolios that can be used for faculty job searches. Using a qualitative research design, these engineering graduate students were observed during the peer-led, peer-facilitated program sessions, and were later interviewed about how their experiences in the teaching portfolio program influenced their teaching. In this paper, lessons from a pilot offering of ETPP about fifteen graduate students' conceptions of teaching were focused upon
{"title":"Future engineering faculty: How do they think about teaching?","authors":"Yi-Min Huang, Jessica M. Yellin, J. Turns","doi":"10.1109/FIE.2005.1611942","DOIUrl":"https://doi.org/10.1109/FIE.2005.1611942","url":null,"abstract":"Although many preparing future faculty programs exist, engineering graduate students interested in the professorate often have few opportunities to approach their teaching as a scholarly activity. While much research on educators' conceptions of teaching in higher education exist, little of this research has focused on the conceptions of engineering educators and even less on the conceptions of engineering graduate students. In the Engineering Teaching Portfolio Program, graduate students in engineering who are interested in faculty careers discuss and reflect about their teaching within the context of creating individual teaching portfolios that can be used for faculty job searches. Using a qualitative research design, these engineering graduate students were observed during the peer-led, peer-facilitated program sessions, and were later interviewed about how their experiences in the teaching portfolio program influenced their teaching. In this paper, lessons from a pilot offering of ETPP about fifteen graduate students' conceptions of teaching were focused upon","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":"127283756","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.2005.1612183
J. Fuehne, J. Phillips, B. Neth
An element of Purdue University's strategic plan involves encouraging technology education through K-12 outreach programs. Consistent with this mission, the authors applied for and received a grant from the Decatur County (Indiana) Community Foundation to deliver math and science-based workshops using LEGOtrade models. As recommended by the foundation, the workshops are delivered through the local school systems to a target group of advanced fourth through sixth graders at the public and private schools of Decatur County. Workshops include having students construct simple machines using LEGOtrade bricks and air power elements. In order to stimulate their thinking, the students are asked to complete worksheets that require simple measurements and calculations as well as recording observations that stimulate critical thinking. Pre- and post-tests are administered as assessment instruments to measure student learning. Results from the assessment instruments are presented with particular attention to gender and age differences
{"title":"Using a foundation grant to introduce technology through the local K-12 school system","authors":"J. Fuehne, J. Phillips, B. Neth","doi":"10.1109/FIE.2005.1612183","DOIUrl":"https://doi.org/10.1109/FIE.2005.1612183","url":null,"abstract":"An element of Purdue University's strategic plan involves encouraging technology education through K-12 outreach programs. Consistent with this mission, the authors applied for and received a grant from the Decatur County (Indiana) Community Foundation to deliver math and science-based workshops using LEGOtrade models. As recommended by the foundation, the workshops are delivered through the local school systems to a target group of advanced fourth through sixth graders at the public and private schools of Decatur County. Workshops include having students construct simple machines using LEGOtrade bricks and air power elements. In order to stimulate their thinking, the students are asked to complete worksheets that require simple measurements and calculations as well as recording observations that stimulate critical thinking. Pre- and post-tests are administered as assessment instruments to measure student learning. Results from the assessment instruments are presented with particular attention to gender and age differences","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":"127323161","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.2005.1612082
C. Greene
Signals and Systems is a course that is taught virtually at every engineering school in the USA using very traditional lecture/exam techniques. Although various instructors have augmented their class with Web-based demonstrations and labs, the focus has not been on inquire-based methodologies. In this project, the University of St. Thomas' Signals and Systems course is being totally redesigned to make it much more inquiry-based. As part of this project, we rethought the content and methodology resulting in a totally new class that covers the traditional subjects in an exploratory way. New 'lectures' developed for the class directly incorporate hands-on computer use during the class using a studio format. These new exercises are a hallmark of the revised course that was taught in Fall 2004. Evaluations and recommendations from that class will shape future offerings
{"title":"Work in progress - studio-based signals and systems","authors":"C. Greene","doi":"10.1109/FIE.2005.1612082","DOIUrl":"https://doi.org/10.1109/FIE.2005.1612082","url":null,"abstract":"Signals and Systems is a course that is taught virtually at every engineering school in the USA using very traditional lecture/exam techniques. Although various instructors have augmented their class with Web-based demonstrations and labs, the focus has not been on inquire-based methodologies. In this project, the University of St. Thomas' Signals and Systems course is being totally redesigned to make it much more inquiry-based. As part of this project, we rethought the content and methodology resulting in a totally new class that covers the traditional subjects in an exploratory way. New 'lectures' developed for the class directly incorporate hands-on computer use during the class using a studio format. These new exercises are a hallmark of the revised course that was taught in Fall 2004. Evaluations and recommendations from that class will shape future offerings","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":"127195868","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.2005.1612297
C. Kaiser, W. Troxell
This paper examines the role of design competitions in undergraduate engineering education. Emphasis is given to those competitions that are intended primarily to provide experience in engineering practice, and require a functional deliverable to be tested as part of the competition. Design projects in the Mechanical Engineering Department at Colorado State University are presented as a capstone course case study. The benefits of integrating design competitions into a capstone undergraduate experience are discussed
{"title":"Student Design Competitions in Undergraduate Engineering Education","authors":"C. Kaiser, W. Troxell","doi":"10.1109/FIE.2005.1612297","DOIUrl":"https://doi.org/10.1109/FIE.2005.1612297","url":null,"abstract":"This paper examines the role of design competitions in undergraduate engineering education. Emphasis is given to those competitions that are intended primarily to provide experience in engineering practice, and require a functional deliverable to be tested as part of the competition. Design projects in the Mechanical Engineering Department at Colorado State University are presented as a capstone course case study. The benefits of integrating design competitions into a capstone undergraduate experience are discussed","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":"127523143","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.2005.1612203
J. Impagliazzo
This paper brings a degree of closure to the prior works-in-progress presentations made at FIE conferences. It shows how history can improve teaching of computing courses, particularly introductory courses. The approach uses computing history as a thread throughout a course by adapting relevant historical materials to enhance course delivery. The expectation is that computing history can make a positive change in a course from one of only factual content to one containing dynamic interludes involving people, places, and events. The result is that computing courses become more interesting and can stimulate more students, particularly non-specialists, to engage in computing as their major field of study. Readers may extend this approach to other technical areas such as computer engineering and electrical engineering
{"title":"Session using history in computing courses","authors":"J. Impagliazzo","doi":"10.1109/FIE.2005.1612203","DOIUrl":"https://doi.org/10.1109/FIE.2005.1612203","url":null,"abstract":"This paper brings a degree of closure to the prior works-in-progress presentations made at FIE conferences. It shows how history can improve teaching of computing courses, particularly introductory courses. The approach uses computing history as a thread throughout a course by adapting relevant historical materials to enhance course delivery. The expectation is that computing history can make a positive change in a course from one of only factual content to one containing dynamic interludes involving people, places, and events. The result is that computing courses become more interesting and can stimulate more students, particularly non-specialists, to engage in computing as their major field of study. Readers may extend this approach to other technical areas such as computer engineering and electrical engineering","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":"129927470","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.2005.1611928
J. Newcomer
A study to see if student self assessments can serve as predictors of student achievement on exams was undertaken for two engineering technology courses: Applied Engineering Statics and Data Analysis and Design of Experiments. Preliminary results indicate that self assessments are not a good predictor, and that students over predict their ability
{"title":"Work In Progress – Course Self-Assessments and Performance: How Well Do They Correlate?","authors":"J. Newcomer","doi":"10.1109/FIE.2005.1611928","DOIUrl":"https://doi.org/10.1109/FIE.2005.1611928","url":null,"abstract":"A study to see if student self assessments can serve as predictors of student achievement on exams was undertaken for two engineering technology courses: Applied Engineering Statics and Data Analysis and Design of Experiments. Preliminary results indicate that self assessments are not a good predictor, and that students over predict their 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":"130147258","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.2005.1612025
D. Romberg, L. Sornmo, E. Berbari
The high resolution ECG (HRECG) is a method used for identifying patients at high risk of sudden cardiac death. This project focuses on globally distributed student teams working in the development of several contextual methods of HRECG analysis. Each team has worked on various elements of the overall project, e.g., data collection, algorithm development, data analysis, which allows the development effort to proceed in parallel. The specific educational objectives of the project are: (a) to give students experience of working collaboratively in globally distributed teams; (b) to obtain staff experience of operating distributed, collaborative projects; (c) to develop team oriented working and communications skills that take advantage of today's electronic connectivity. The project is addressed in three stages: (1) collecting of HRECGs; (2) establishing a database; and (3) development of software tools. Besides of the scientific impact, we expect to invigorate our labs with new ideas, strengthen the understanding among students and faculty, and provide every participant an opportunity to engage in an international research project
{"title":"Work in progress - contextual analysis of high resolution ECGs: a global engineering project in progress","authors":"D. Romberg, L. Sornmo, E. Berbari","doi":"10.1109/FIE.2005.1612025","DOIUrl":"https://doi.org/10.1109/FIE.2005.1612025","url":null,"abstract":"The high resolution ECG (HRECG) is a method used for identifying patients at high risk of sudden cardiac death. This project focuses on globally distributed student teams working in the development of several contextual methods of HRECG analysis. Each team has worked on various elements of the overall project, e.g., data collection, algorithm development, data analysis, which allows the development effort to proceed in parallel. The specific educational objectives of the project are: (a) to give students experience of working collaboratively in globally distributed teams; (b) to obtain staff experience of operating distributed, collaborative projects; (c) to develop team oriented working and communications skills that take advantage of today's electronic connectivity. The project is addressed in three stages: (1) collecting of HRECGs; (2) establishing a database; and (3) development of software tools. Besides of the scientific impact, we expect to invigorate our labs with new ideas, strengthen the understanding among students and faculty, and provide every participant an opportunity to engage in an international research project","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":"129086258","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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