Pub Date : 2005-10-19DOI: 10.1109/FIE.2005.1612118
A. Sirinterlikci, J. Mativo
This paper presents ongoing efforts in teaching complex system design of animatronic toys and animatrons by following product design and job shop practices respectively. The design process is divided into two tiers. The first covers from conception to early prototyping, while the second encompasses mechatronics. This paper includes a description of the methodology and curriculum developed and followed for the first tier. The first-tier includes heavy art content no matter what the goal is, a toy or a unique item for entertainment purposes such as movies or commercials. Sketches of the product or animatron, modeling through sculpture materials, molding, and prototyping are utilized by use of art materials and manual techniques as applies to even industrial product design. A first-tier workshop for gifted and talented secondary school students designed and executed during development efforts. The three-day workshop consisted mini-lessons complemented with laboratories. A higher level content was also utilized at post-secondary courses
{"title":"Work in progress - teaching complex product design with art","authors":"A. Sirinterlikci, J. Mativo","doi":"10.1109/FIE.2005.1612118","DOIUrl":"https://doi.org/10.1109/FIE.2005.1612118","url":null,"abstract":"This paper presents ongoing efforts in teaching complex system design of animatronic toys and animatrons by following product design and job shop practices respectively. The design process is divided into two tiers. The first covers from conception to early prototyping, while the second encompasses mechatronics. This paper includes a description of the methodology and curriculum developed and followed for the first tier. The first-tier includes heavy art content no matter what the goal is, a toy or a unique item for entertainment purposes such as movies or commercials. Sketches of the product or animatron, modeling through sculpture materials, molding, and prototyping are utilized by use of art materials and manual techniques as applies to even industrial product design. A first-tier workshop for gifted and talented secondary school students designed and executed during development efforts. The three-day workshop consisted mini-lessons complemented with laboratories. A higher level content was also utilized at post-secondary courses","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":"125677634","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.2005.1612253
S. Ekwaro-Osire, P. Orono
Pan-mentoring is an approach to creative engineering design education establishing a close relationship with and within design teams of students. This paper focuses on the role of the pan-mentor in creative engineering design as a coordinator of individual creativity and team creativity. Globalization and fast changing technologies require that engineering design education prepare students to become flexible, innovative, and resourceful engineers. This translates into an emphasis on creativity in a wider sense than is currently practiced. Such an approach involves: analyzing individual learning types; providing engineering design tools, such as hand sketches; and introducing evolutionary design. This also involves exploring the notion of team creativity, including gender and ethnicity issues. In this context the role of the pan-mentor consists of: helping students to effectively tap their creativity as individuals and as teams; guiding them through the design process at both the individual and team level; and encouraging self-reflection and assessment. This paper will show that the coordination of individual and team creativity under the guidance of a pan-mentor can enhance engineering design education and help to prepare students for a fast changing future
{"title":"Pan-mentoring in creative engineering design – the coordination of individual and team creativity","authors":"S. Ekwaro-Osire, P. Orono","doi":"10.1109/FIE.2005.1612253","DOIUrl":"https://doi.org/10.1109/FIE.2005.1612253","url":null,"abstract":"Pan-mentoring is an approach to creative engineering design education establishing a close relationship with and within design teams of students. This paper focuses on the role of the pan-mentor in creative engineering design as a coordinator of individual creativity and team creativity. Globalization and fast changing technologies require that engineering design education prepare students to become flexible, innovative, and resourceful engineers. This translates into an emphasis on creativity in a wider sense than is currently practiced. Such an approach involves: analyzing individual learning types; providing engineering design tools, such as hand sketches; and introducing evolutionary design. This also involves exploring the notion of team creativity, including gender and ethnicity issues. In this context the role of the pan-mentor consists of: helping students to effectively tap their creativity as individuals and as teams; guiding them through the design process at both the individual and team level; and encouraging self-reflection and assessment. This paper will show that the coordination of individual and team creativity under the guidance of a pan-mentor can enhance engineering design education and help to prepare students for a fast changing future","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":"130536247","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.2005.1611904
C. Kim
Formative assessment of student progress and attitudes is important to our continuous improvement process, but collecting and compiling the data is burdensome without using computer tools. This research is to set up a mobile computer based lab that enables faculty who teach in traditional classrooms without computers to use testing and survey tools. The technologies necessary to develop such system including wireless communication, World Wide Web (WWW), database, and mobile computing are investigated in this research. The real-time based formative assessment of student is proposed. A hardware configuration for real-time assessment is also proposed in the research
{"title":"Work in progress - mobile computer based classroom assessment","authors":"C. Kim","doi":"10.1109/FIE.2005.1611904","DOIUrl":"https://doi.org/10.1109/FIE.2005.1611904","url":null,"abstract":"Formative assessment of student progress and attitudes is important to our continuous improvement process, but collecting and compiling the data is burdensome without using computer tools. This research is to set up a mobile computer based lab that enables faculty who teach in traditional classrooms without computers to use testing and survey tools. The technologies necessary to develop such system including wireless communication, World Wide Web (WWW), database, and mobile computing are investigated in this research. The real-time based formative assessment of student is proposed. A hardware configuration for real-time assessment is also proposed in the research","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":"127954086","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.2005.1612144
D. Juedes
This paper describes recent improvements to and experiences with Web-based grading software that has been developed by the author at Ohio University. The software, named WBGP for the web-based grading project, provides facilities to build, test, and annotate student source code with comments concerning programming style and documentation. The software produces a collection of Web-pages for each student project that describes the results of testing, the grading decisions, and the resulting score. The software is able to build student portfolios consisting of all students projects for a given course. In addition, the software is able to generate reports on the type and frequency of grading comments and the correctness of student projects. The paper describes continued experiences in web-based grading of computer science projects at Ohio University. In particular, we describe the various challenges of grading interactive student projects. Finally, this paper describes the results of a student survey concerning the web-based grading software. Students were surveyed concerning the ease of use and understanding of the generated Web-pages, their attitudes towards students portfolios, and their attitudes towards web-based grading. In general, the students responses were positive
{"title":"Web-based grading: further experiences and student attitudes","authors":"D. Juedes","doi":"10.1109/FIE.2005.1612144","DOIUrl":"https://doi.org/10.1109/FIE.2005.1612144","url":null,"abstract":"This paper describes recent improvements to and experiences with Web-based grading software that has been developed by the author at Ohio University. The software, named WBGP for the web-based grading project, provides facilities to build, test, and annotate student source code with comments concerning programming style and documentation. The software produces a collection of Web-pages for each student project that describes the results of testing, the grading decisions, and the resulting score. The software is able to build student portfolios consisting of all students projects for a given course. In addition, the software is able to generate reports on the type and frequency of grading comments and the correctness of student projects. The paper describes continued experiences in web-based grading of computer science projects at Ohio University. In particular, we describe the various challenges of grading interactive student projects. Finally, this paper describes the results of a student survey concerning the web-based grading software. Students were surveyed concerning the ease of use and understanding of the generated Web-pages, their attitudes towards students portfolios, and their attitudes towards web-based grading. In general, the students responses were positive","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":"125493309","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.2005.1612256
L. Nagurney, R. Adrezin
To better prepare our students for working with multidisciplinary teams on large projects, the University of Hartford College of Engineering has introduced a junior course entitled Engineering Practice. This one credit course is taken jointly by junior students from all engineering disciplines. The main goal of the course is to have the students work on a large project where the decisions made by other groups will affect choices made by their group and to reinforce the reality that most engineering projects require engineers to work in multi-disciplinary teams. A third goal is to show that engineers must present their work to political or regulatory bodies for a project to be approved. This course has now been taught for 3 years. The results of the evaluation of the course by the students and faculty will be discussed
{"title":"A Course in Professional Practice for Juniors","authors":"L. Nagurney, R. Adrezin","doi":"10.1109/FIE.2005.1612256","DOIUrl":"https://doi.org/10.1109/FIE.2005.1612256","url":null,"abstract":"To better prepare our students for working with multidisciplinary teams on large projects, the University of Hartford College of Engineering has introduced a junior course entitled Engineering Practice. This one credit course is taken jointly by junior students from all engineering disciplines. The main goal of the course is to have the students work on a large project where the decisions made by other groups will affect choices made by their group and to reinforce the reality that most engineering projects require engineers to work in multi-disciplinary teams. A third goal is to show that engineers must present their work to political or regulatory bodies for a project to be approved. This course has now been taught for 3 years. The results of the evaluation of the course by the students and faculty will be 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":"125565948","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.2005.1611941
Z. Markov, I. Russell, T. Neller, S. Coleman
It is generally recognized that an undergraduate introductory artificial intelligence course is challenging to teach. This is, in part, due to the diverse and seemingly disconnected core topics that are typically covered. The paper presents work funded by the National Science Foundation to address this problem and to enhance the student learning experience in the course. Our work involves the development of an adaptable framework for the presentation of core AI topics through a unifying theme of machine learning. A suite of hands-on semester-long projects are developed, each involving the design and implementation of a learning system that enhances a commonly-deployed application. The projects use machine learning as a unifying theme to tie together the core AI topics. In this paper, we will first provide an overview of our model and the projects being developed and will then present in some detail our experiences with one of the projects, Web User Profiling, which we have used in our AI class
人们普遍认为，本科人工智能入门课程的教学具有挑战性。这在一定程度上是由于通常涵盖的核心主题的多样性和看似不相关。本文介绍了由美国国家科学基金会资助的工作，以解决这一问题，并提高学生在课程中的学习体验。我们的工作包括通过统一的机器学习主题开发一个可适应的框架，用于展示核心人工智能主题。开发了一套实践性的学期项目，每个项目都涉及一个学习系统的设计和实现，该系统增强了一个常用部署的应用程序。这些项目使用机器学习作为一个统一的主题，将核心人工智能主题联系在一起。在本文中，我们将首先提供我们的模型和正在开发的项目的概述，然后将详细介绍我们在其中一个项目中的经验，即我们在AI课程中使用的Web User Profiling
{"title":"Enhancing undergraduate AI courses through machine learning projects","authors":"Z. Markov, I. Russell, T. Neller, S. Coleman","doi":"10.1109/FIE.2005.1611941","DOIUrl":"https://doi.org/10.1109/FIE.2005.1611941","url":null,"abstract":"It is generally recognized that an undergraduate introductory artificial intelligence course is challenging to teach. This is, in part, due to the diverse and seemingly disconnected core topics that are typically covered. The paper presents work funded by the National Science Foundation to address this problem and to enhance the student learning experience in the course. Our work involves the development of an adaptable framework for the presentation of core AI topics through a unifying theme of machine learning. A suite of hands-on semester-long projects are developed, each involving the design and implementation of a learning system that enhances a commonly-deployed application. The projects use machine learning as a unifying theme to tie together the core AI topics. In this paper, we will first provide an overview of our model and the projects being developed and will then present in some detail our experiences with one of the projects, Web User Profiling, which we have used in our AI 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":"125591236","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.2005.1611905
P. Venugopal, R. Ross
This paper reports the results of an assessment of an in-class active learning exercise in introductory physics courses. The assessment was conducted to explore conceptual issues in student understanding of Newton's Laws. The goal of this paper is to explore common misconceptions and student difficulties in mechanics across a wide range of student abilities and backgrounds. Students were made to work, individually and in groups, on an in-class assignment that was specifically designed for this purpose. A preliminary study was published earlier. The in-class active learning exercise was modified, based on the results from this study. We present a comparison of the results from both years. We found that the method students used to solve the assignment differed depending on the version of the exercise provided
{"title":"Active learning exercises in introductory mechanics: results of a two-year study","authors":"P. Venugopal, R. Ross","doi":"10.1109/FIE.2005.1611905","DOIUrl":"https://doi.org/10.1109/FIE.2005.1611905","url":null,"abstract":"This paper reports the results of an assessment of an in-class active learning exercise in introductory physics courses. The assessment was conducted to explore conceptual issues in student understanding of Newton's Laws. The goal of this paper is to explore common misconceptions and student difficulties in mechanics across a wide range of student abilities and backgrounds. Students were made to work, individually and in groups, on an in-class assignment that was specifically designed for this purpose. A preliminary study was published earlier. The in-class active learning exercise was modified, based on the results from this study. We present a comparison of the results from both years. We found that the method students used to solve the assignment differed depending on the version of the exercise provided","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":"126884538","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.2005.1612120
Robert Ross, P. Venugopal
We have developed a set of inquiry-based student activities which are appropriate for a second semester general physics laboratory. The hands-on, active learning laboratory experiments utilize simple, inexpensive equipment to facilitate student learning of various direct current circuit concepts. Activities are based on the results of previously published physics education research. This paper reports on the results of an assessment that has been given to a group of student that possess a wide range of abilities and backgrounds. Students were concurrently enrolled in either a calculus or algebra based lecture course. The ongoing assessment process utilizes the Determining and Interpreting Resistive Electric Circuit Concepts Test (DIRECT). We present the results of the assessment and relate these results to the inquiry-based instructional methods
{"title":"Work in Progress - An Assessment of Inquiry-Based Activities in a Second Semester Introductory Physics Laboratory","authors":"Robert Ross, P. Venugopal","doi":"10.1109/FIE.2005.1612120","DOIUrl":"https://doi.org/10.1109/FIE.2005.1612120","url":null,"abstract":"We have developed a set of inquiry-based student activities which are appropriate for a second semester general physics laboratory. The hands-on, active learning laboratory experiments utilize simple, inexpensive equipment to facilitate student learning of various direct current circuit concepts. Activities are based on the results of previously published physics education research. This paper reports on the results of an assessment that has been given to a group of student that possess a wide range of abilities and backgrounds. Students were concurrently enrolled in either a calculus or algebra based lecture course. The ongoing assessment process utilizes the Determining and Interpreting Resistive Electric Circuit Concepts Test (DIRECT). We present the results of the assessment and relate these results to the inquiry-based instructional methods","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":"123297638","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.2005.1611952
G. Hislop, T. Hilburn, M. Lutz, M. Sebern
SWENET, the network community for software engineering education, is an NSF funded project to produce and organize high-quality materials supporting software engineering education. The project supports faculty members delivering software engineering degrees and also individual software engineering courses in other computing degrees. SWENET also seeks to foster the development of the community of software engineering educators. This paper discusses plans to continue this development beyond the period of the initial NSF grant. The paper begins with a summary of the SWENET efforts to create course materials and other SWENET activities. The paper also addresses future directions in developing shared course materials, and creation of permanent resources and mechanisms for interaction among software engineering educators
{"title":"Work in Progress - Developing the Community of Software Engineering Educators","authors":"G. Hislop, T. Hilburn, M. Lutz, M. Sebern","doi":"10.1109/FIE.2005.1611952","DOIUrl":"https://doi.org/10.1109/FIE.2005.1611952","url":null,"abstract":"SWENET, the network community for software engineering education, is an NSF funded project to produce and organize high-quality materials supporting software engineering education. The project supports faculty members delivering software engineering degrees and also individual software engineering courses in other computing degrees. SWENET also seeks to foster the development of the community of software engineering educators. This paper discusses plans to continue this development beyond the period of the initial NSF grant. The paper begins with a summary of the SWENET efforts to create course materials and other SWENET activities. The paper also addresses future directions in developing shared course materials, and creation of permanent resources and mechanisms for interaction among software engineering educators","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":"122971800","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.2005.1612153
E. Derrick, K. T. Stevens
To improve student engagement, Radford University's (RU) Department of Information Technology has established an award competition for the best student project team from among our software engineering and information systems senior capstone courses. This research focuses on the use of emerging technologies for assessing projects from different courses with multiple sections and different professors. We have access to a range of new technologies to support this effort, including a campus-wide wireless network and wireless Tablet PCs with useful software. Our report describes a preliminary methodology for conducting the assessment. Besides discovering some impact of competition on student learning, we expect our results will be useful to the academic community-at-large, providing examples of the effective use of new technologies for project-based course assessment
{"title":"Work in progress - using emerging technologies to assess student software development projects","authors":"E. Derrick, K. T. Stevens","doi":"10.1109/FIE.2005.1612153","DOIUrl":"https://doi.org/10.1109/FIE.2005.1612153","url":null,"abstract":"To improve student engagement, Radford University's (RU) Department of Information Technology has established an award competition for the best student project team from among our software engineering and information systems senior capstone courses. This research focuses on the use of emerging technologies for assessing projects from different courses with multiple sections and different professors. We have access to a range of new technologies to support this effort, including a campus-wide wireless network and wireless Tablet PCs with useful software. Our report describes a preliminary methodology for conducting the assessment. Besides discovering some impact of competition on student learning, we expect our results will be useful to the academic community-at-large, providing examples of the effective use of new technologies for project-based course 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":"114163181","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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