Pub Date : 2005-10-19DOI: 10.1109/FIE.2005.1612220
D. Dellacca
Wireless local area networks were once considered a niche network solution. Today, a wireless local area network (WLAN) is no longer just an add-on piece to commercial networks. All industries are being impacted by the flexibility, low-cost, and new markets that WLANs are spurring. One foundational aspect of a wireless network is its inherent nature to be insecure from hackers and the public at large. In educating students to prepare them for roles as network technicians, network administrators, and technology security officers, educational institutions would be amiss to not include wireless local area network technologies and the methodologies with which to secure them in the curriculum. To meet this need, the author has developed a wireless security course at Indianapolis University Purdue University Indianapolis. This paper described the benefits, challenges, funding opportunities, and techniques used in offering coursework dedicated to the theory, construction, implementation, and security concerns of WLANs
{"title":"Work in progress - implementing a wireless local area network course","authors":"D. Dellacca","doi":"10.1109/FIE.2005.1612220","DOIUrl":"https://doi.org/10.1109/FIE.2005.1612220","url":null,"abstract":"Wireless local area networks were once considered a niche network solution. Today, a wireless local area network (WLAN) is no longer just an add-on piece to commercial networks. All industries are being impacted by the flexibility, low-cost, and new markets that WLANs are spurring. One foundational aspect of a wireless network is its inherent nature to be insecure from hackers and the public at large. In educating students to prepare them for roles as network technicians, network administrators, and technology security officers, educational institutions would be amiss to not include wireless local area network technologies and the methodologies with which to secure them in the curriculum. To meet this need, the author has developed a wireless security course at Indianapolis University Purdue University Indianapolis. This paper described the benefits, challenges, funding opportunities, and techniques used in offering coursework dedicated to the theory, construction, implementation, and security concerns of WLANs","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":"120963677","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.2005.1611944
Martha Kline, Chang Liu, Jane Johnsen, Christine Wolfe, Patrick Drumm
Problem-based learning (PBL) and case-based instruction (CBI) are instructional techniques that have been successfully implemented in a variety of disciplines. PBL and CBI promote students' skills in problem-solving, analysis, self-directed learning, and collaboration. It is, however, a creative and often time-consuming task to discover, design, and present a good problem or case that is attractive to students, appropriate for course content, and relevant to the subject. We have attempted to master PBL and CBI techniques through a faculty learning community (FLC), in which a group of six faculty members from diverse disciplines worked together to develop a joint, multi-faceted case study. As the FLC explored PBL and CBI techniques, the group discovered that the FLC provided a rich environment for sustained intellectual exchange. In this paper, we describe the experience of the group as a whole as well as the learning experiences of individual FLC members. Our experiences show that FLCs are an effective, engaging, and inexpensive way for faculty members to learn new teaching approaches such as PBL and CBI
{"title":"Mastering problem-based learning and case-based instruction techniques in a faculty learning community","authors":"Martha Kline, Chang Liu, Jane Johnsen, Christine Wolfe, Patrick Drumm","doi":"10.1109/FIE.2005.1611944","DOIUrl":"https://doi.org/10.1109/FIE.2005.1611944","url":null,"abstract":"Problem-based learning (PBL) and case-based instruction (CBI) are instructional techniques that have been successfully implemented in a variety of disciplines. PBL and CBI promote students' skills in problem-solving, analysis, self-directed learning, and collaboration. It is, however, a creative and often time-consuming task to discover, design, and present a good problem or case that is attractive to students, appropriate for course content, and relevant to the subject. We have attempted to master PBL and CBI techniques through a faculty learning community (FLC), in which a group of six faculty members from diverse disciplines worked together to develop a joint, multi-faceted case study. As the FLC explored PBL and CBI techniques, the group discovered that the FLC provided a rich environment for sustained intellectual exchange. In this paper, we describe the experience of the group as a whole as well as the learning experiences of individual FLC members. Our experiences show that FLCs are an effective, engaging, and inexpensive way for faculty members to learn new teaching approaches such as PBL and CBI","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":"115954624","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.2005.1612148
Peter Kleinhenz, M. Pinnell, George Mertz, Carl Eger
The engineers in Technical, Humanitarian Opportunities of Service-learning (ETHOS) program at the University of Dayton is founded on the belief that engineers are more apt and capable to serve our world more appropriately when they have experienced opportunities that increase their understanding of technology's global linkage with values, culture, society, politics and economy. ETHOS seeks to provide these opportunities by means of curriculum integrated service-learning program. These opportunities include international technical immersion volunteer internships, student organization activities, collaborative research and classroom projects, which support appropriate technologies for the developing world, locally and globally. Over the course of three years, 27 students have participated in service-learning internships, working with development organizations and communities throughout Central and South America. Students live in the community which they volunteer and together, with the community, work to appropriately and creatively solve technical challenges. Such experiences expose students to alternative, nontraditional technologies that are based on fundamental science and engineering principles, thus allowing higher comprehension of curriculum material in a hands-on, practical and humanitarian manner. Furthermore, such exposure allows students to recognize the far-reaching effects, positive and negative, of engineering and technology and thus the responsibilities of being an engineer in our ever-increasing global society. Students are awarded credit via a multidisciplinary engineering elective, coordinated by the ETHOS program, for preparing for and participating in an international service-learning internship. The preparation, prior to the six to sixteen week international technical immersion, includes a semester-long technical, cultural, language and travel instructional class. Student development and progress is monitored through technical reporting and reflection before, during and after travels. This paper examines in detail, one student's experience in his international service-learning internship and how this experience has affected his educational objectives
{"title":"Student perspectives of curriculum integrated international service-learning internships","authors":"Peter Kleinhenz, M. Pinnell, George Mertz, Carl Eger","doi":"10.1109/FIE.2005.1612148","DOIUrl":"https://doi.org/10.1109/FIE.2005.1612148","url":null,"abstract":"The engineers in Technical, Humanitarian Opportunities of Service-learning (ETHOS) program at the University of Dayton is founded on the belief that engineers are more apt and capable to serve our world more appropriately when they have experienced opportunities that increase their understanding of technology's global linkage with values, culture, society, politics and economy. ETHOS seeks to provide these opportunities by means of curriculum integrated service-learning program. These opportunities include international technical immersion volunteer internships, student organization activities, collaborative research and classroom projects, which support appropriate technologies for the developing world, locally and globally. Over the course of three years, 27 students have participated in service-learning internships, working with development organizations and communities throughout Central and South America. Students live in the community which they volunteer and together, with the community, work to appropriately and creatively solve technical challenges. Such experiences expose students to alternative, nontraditional technologies that are based on fundamental science and engineering principles, thus allowing higher comprehension of curriculum material in a hands-on, practical and humanitarian manner. Furthermore, such exposure allows students to recognize the far-reaching effects, positive and negative, of engineering and technology and thus the responsibilities of being an engineer in our ever-increasing global society. Students are awarded credit via a multidisciplinary engineering elective, coordinated by the ETHOS program, for preparing for and participating in an international service-learning internship. The preparation, prior to the six to sixteen week international technical immersion, includes a semester-long technical, cultural, language and travel instructional class. Student development and progress is monitored through technical reporting and reflection before, during and after travels. This paper examines in detail, one student's experience in his international service-learning internship and how this experience has affected his educational objectives","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":"121039599","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.2005.1611959
Su White, Leslie Carr
The crucial importance of first experiences in shaping future success has been widely acknowledged. Creating the best foundations in large cohorts of students from diverse backgrounds presents special problems of its own. But a secure foundation can enhance student achievement and improve retention - and the students may even have fun too. Research has suggested that building learning communities can enhance student engagement and achievement. This paper examines how introducing non-technical activities can establish sound foundations for a university career by a) addressing objectives in the wider curriculum and b) promoting non-technical skills and experience of group working. A set of changes introduced to five degree cohorts in our academic school were designed to complement enhancements to our technical curriculum introduced during many years of debate and consideration. The changes have impacted upon generic and technical educational experiences. The paper presents an evaluation of the programme of changes through two iterations from the perspective of both faculty and student
{"title":"Brave new world: can we engineer a better start for freshers?","authors":"Su White, Leslie Carr","doi":"10.1109/FIE.2005.1611959","DOIUrl":"https://doi.org/10.1109/FIE.2005.1611959","url":null,"abstract":"The crucial importance of first experiences in shaping future success has been widely acknowledged. Creating the best foundations in large cohorts of students from diverse backgrounds presents special problems of its own. But a secure foundation can enhance student achievement and improve retention - and the students may even have fun too. Research has suggested that building learning communities can enhance student engagement and achievement. This paper examines how introducing non-technical activities can establish sound foundations for a university career by a) addressing objectives in the wider curriculum and b) promoting non-technical skills and experience of group working. A set of changes introduced to five degree cohorts in our academic school were designed to complement enhancements to our technical curriculum introduced during many years of debate and consideration. The changes have impacted upon generic and technical educational experiences. The paper presents an evaluation of the programme of changes through two iterations from the perspective of both faculty and student","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":"116670799","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.2005.1612209
R. Streveler, R.L. Miller, B. Olds
This interactive session provides an active learning environment where participants: discusses mental models and how they can be used to help shape appropriate pedagogy; engage in discipline-based discussions about the mental models engineering students use to explain certain scientific concepts; and brainstorm ideas about instruction that helps students construct scientifically accurate mental models of the concepts we discuss in the session. The session expands upon the successful interactive sessions at Frontiers in Education 2003 ("Why are some science and engineering concepts so difficult to learn? identifying, assessing, and 'repairing' student misunderstanding of important concepts") and 2004 ("Concept-based engineering education: designing instruction to facilitate student understanding of difficult concepts in science and engineering"). However, participants do not need to have attended those sessions to benefit from this one
{"title":"Special session - cognitive Legos: helping your students construct scientifically accurate mental models","authors":"R. Streveler, R.L. Miller, B. Olds","doi":"10.1109/FIE.2005.1612209","DOIUrl":"https://doi.org/10.1109/FIE.2005.1612209","url":null,"abstract":"This interactive session provides an active learning environment where participants: discusses mental models and how they can be used to help shape appropriate pedagogy; engage in discipline-based discussions about the mental models engineering students use to explain certain scientific concepts; and brainstorm ideas about instruction that helps students construct scientifically accurate mental models of the concepts we discuss in the session. The session expands upon the successful interactive sessions at Frontiers in Education 2003 (\"Why are some science and engineering concepts so difficult to learn? identifying, assessing, and 'repairing' student misunderstanding of important concepts\") and 2004 (\"Concept-based engineering education: designing instruction to facilitate student understanding of difficult concepts in science and engineering\"). However, participants do not need to have attended those sessions to benefit from this one","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":"121363698","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.2005.1612155
A. Waller
Feminist pedagogy has been theorized, applied, and evaluated in many different disciplines, including women's studies, communication studies, education, and cultural studies. Until recently, however, this term was extremely rare in CSET education. This paper is the first in a collection of four papers that bring feminist pedagogy into CSET education. The goal of this first paper is to introduce background material necessary for understanding feminist pedagogy and to report the outcomes of an informal survey of current perspectives regarding feminist pedagogy. This paper includes a short history of the women's movement in the U.S. to provide context for the development of feminist pedagogy, a discussion of common values and beliefs among all feminisms, and an articulation of how three particular feminisms (liberal feminism, ecofeminism, and Black feminist thought) could improve CSET education. The paper concludes with a brief summary outlining ways in which adopting feminist pedagogy could improve CSET education
{"title":"What is feminist pedagogy and how can it be used in CSET education?","authors":"A. Waller","doi":"10.1109/FIE.2005.1612155","DOIUrl":"https://doi.org/10.1109/FIE.2005.1612155","url":null,"abstract":"Feminist pedagogy has been theorized, applied, and evaluated in many different disciplines, including women's studies, communication studies, education, and cultural studies. Until recently, however, this term was extremely rare in CSET education. This paper is the first in a collection of four papers that bring feminist pedagogy into CSET education. The goal of this first paper is to introduce background material necessary for understanding feminist pedagogy and to report the outcomes of an informal survey of current perspectives regarding feminist pedagogy. This paper includes a short history of the women's movement in the U.S. to provide context for the development of feminist pedagogy, a discussion of common values and beliefs among all feminisms, and an articulation of how three particular feminisms (liberal feminism, ecofeminism, and Black feminist thought) could improve CSET education. The paper concludes with a brief summary outlining ways in which adopting feminist pedagogy could improve CSET education","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":"121499841","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.2005.1612278
M. Huggard, C. Mc Goldrick
A novel laboratory environment where final year undergraduate students are tasked with developing unique, innovative and commercially viable location based services is described. This laboratory has been developed and refined over the past five years. In this paper we detail the learning environment created, discuss the student assessment procedures and analyse the course outcomes
{"title":"Practical positioning projects: location based services in the laboratory","authors":"M. Huggard, C. Mc Goldrick","doi":"10.1109/FIE.2005.1612278","DOIUrl":"https://doi.org/10.1109/FIE.2005.1612278","url":null,"abstract":"A novel laboratory environment where final year undergraduate students are tasked with developing unique, innovative and commercially viable location based services is described. This laboratory has been developed and refined over the past five years. In this paper we detail the learning environment created, discuss the student assessment procedures and analyse the course 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":"125284691","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.2005.1612130
J. Huggins
The use of tangible models in the classroom (at all levels of instruction) is incredibly common; CS instruction is no exception. In this report, we discuss experiences in using the common Barrel of Monkeysreg toy to teach concepts related to dynamically allocated linked lists. Points of emphasis include pointer vs. object distinctions, copies of pointers, list manipulation algorithms, memory allocation and leaks, and classroom presentation tips
{"title":"Using a Barrel of Monkeys in computer science","authors":"J. Huggins","doi":"10.1109/FIE.2005.1612130","DOIUrl":"https://doi.org/10.1109/FIE.2005.1612130","url":null,"abstract":"The use of tangible models in the classroom (at all levels of instruction) is incredibly common; CS instruction is no exception. In this report, we discuss experiences in using the common Barrel of Monkeysreg toy to teach concepts related to dynamically allocated linked lists. Points of emphasis include pointer vs. object distinctions, copies of pointers, list manipulation algorithms, memory allocation and leaks, and classroom presentation tips","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":"122600935","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.2005.1611978
T. L. Hemminger
Impedance matching between transmission lines and antennas is an important and fundamental concept in electromagnetic theory. It is frequently performed with Smith charts or relatively complex formulas, but mathematical methods can yield unanticipated results unless the student has a solid grasp of the underlying theory. Unfortunately, students rarely show interest in graphical techniques and Smith charts can be difficult to use because of optical effects generated by the gridlines. This paper presents an alternative method of teaching single stub impedance matching by permitting students to verify their results from the Smith chart with a neural network. This technology provides instant feedback for most single stub problems, and is re-enforced through Web-based PowerPoint demonstrations. The neural network presents the solution, not the procedure, so it is the responsibility of the student to seek help from the instructor or use the PowerPoint tutorial. Student comments have been very positive, and course evaluations have improved
{"title":"Understanding Transmission Line Impedance Matching Using Neural Networks and PowerPoint","authors":"T. L. Hemminger","doi":"10.1109/FIE.2005.1611978","DOIUrl":"https://doi.org/10.1109/FIE.2005.1611978","url":null,"abstract":"Impedance matching between transmission lines and antennas is an important and fundamental concept in electromagnetic theory. It is frequently performed with Smith charts or relatively complex formulas, but mathematical methods can yield unanticipated results unless the student has a solid grasp of the underlying theory. Unfortunately, students rarely show interest in graphical techniques and Smith charts can be difficult to use because of optical effects generated by the gridlines. This paper presents an alternative method of teaching single stub impedance matching by permitting students to verify their results from the Smith chart with a neural network. This technology provides instant feedback for most single stub problems, and is re-enforced through Web-based PowerPoint demonstrations. The neural network presents the solution, not the procedure, so it is the responsibility of the student to seek help from the instructor or use the PowerPoint tutorial. Student comments have been very positive, and course evaluations have improved","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":"131511016","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.2005.1611973
P. Hylton, W. Otoupal, R. Wyman
The United States has a global reputation as a user and abuser of natural resources. While many parts of the western world are working hard at developing sustainable processes and environmentally friendly practices, the U. S. continues to lag behind in this area. Engineering and Technology students have the potential to significantly impact this situation in the coming years as they apply their skills to develop new technologies for the betterment of society. However, there must be a philosophical shift in the way that both people and corporations look at their effect on the environment
{"title":"Work in progress - documenting an environmental footprint as a means toward achieving student civic involvement","authors":"P. Hylton, W. Otoupal, R. Wyman","doi":"10.1109/FIE.2005.1611973","DOIUrl":"https://doi.org/10.1109/FIE.2005.1611973","url":null,"abstract":"The United States has a global reputation as a user and abuser of natural resources. While many parts of the western world are working hard at developing sustainable processes and environmentally friendly practices, the U. S. continues to lag behind in this area. Engineering and Technology students have the potential to significantly impact this situation in the coming years as they apply their skills to develop new technologies for the betterment of society. However, there must be a philosophical shift in the way that both people and corporations look at their effect on the 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":"116496122","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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