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":"69 1","pages":"0"},"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":"1167 1","pages":"0"},"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}
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":"14 1","pages":"0"},"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":"7 1","pages":"0"},"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":"28 1","pages":"0"},"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":"63 1","pages":"0"},"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":"64 1","pages":"0"},"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":"21 1","pages":"0"},"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":"14 1","pages":"0"},"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":"100 1","pages":"0"},"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}
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