Currently, the Computer Systems Engineering Department of Arkansas University, USA, offers a course where a digital circuit is designed with the Motorola 68000 microprocessor (CSEG/ELEG 4983 Computer Hardware Design). The authors describe how, in order to enhance the laboratory exercises for the students and to allow them to experiment with more than one microprocessor, a simulator is under development which will allow the student to choose among the microprocessors in the 68000 family (giving the student the opportunity to increase the level of complexity in the microprocessor) and to place them into digital circuit designs. The student can get an idea of what he/she wants before using the computer aided design package to complete the design of the circuit.
{"title":"Motorola 68000 family simulators in education","authors":"S. Mengel, J. Conrad","doi":"10.1109/FIE.1994.580480","DOIUrl":"https://doi.org/10.1109/FIE.1994.580480","url":null,"abstract":"Currently, the Computer Systems Engineering Department of Arkansas University, USA, offers a course where a digital circuit is designed with the Motorola 68000 microprocessor (CSEG/ELEG 4983 Computer Hardware Design). The authors describe how, in order to enhance the laboratory exercises for the students and to allow them to experiment with more than one microprocessor, a simulator is under development which will allow the student to choose among the microprocessors in the 68000 family (giving the student the opportunity to increase the level of complexity in the microprocessor) and to place them into digital circuit designs. The student can get an idea of what he/she wants before using the computer aided design package to complete the design of the circuit.","PeriodicalId":288591,"journal":{"name":"Proceedings of 1994 IEEE Frontiers in Education Conference - FIE '94","volume":"50 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1994-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120972007","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}
This paper analyzes the Matlab/Simulink software package for simulating dynamic systems. Specifically, its capability and applicability to a basic system dynamics course is considered. The notable ease of learning the basics of this software package, and its capability to simulate highly complex linear, nonlinear, and discrete systems, makes it a useful teaching aid. This teaching aid is not the substitute, but rather a valuable contribution to hands-on laboratory exercises.
{"title":"Application of simulation software in teaching system dynamics related courses","authors":"M. Tomovic","doi":"10.1109/FIE.1994.580486","DOIUrl":"https://doi.org/10.1109/FIE.1994.580486","url":null,"abstract":"This paper analyzes the Matlab/Simulink software package for simulating dynamic systems. Specifically, its capability and applicability to a basic system dynamics course is considered. The notable ease of learning the basics of this software package, and its capability to simulate highly complex linear, nonlinear, and discrete systems, makes it a useful teaching aid. This teaching aid is not the substitute, but rather a valuable contribution to hands-on laboratory exercises.","PeriodicalId":288591,"journal":{"name":"Proceedings of 1994 IEEE Frontiers in Education Conference - FIE '94","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1994-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130312662","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}
Engineering, technology, and technical communication professors who promote writing excellence in their classrooms face the age-old problem of handling the paper load. On the one hand, professors want to include more writing assignments. On the other hand, they must find enough time to grade the extra papers. One efficient and effective way to grade writing is in an individual conference with each student. For her classes, the author has adapted the individual conference method of Roger Garrison (1981) to use in on-the-spot grading with a grading scale. This method offers many benefits, the most important being that it is a powerful teaching tool rather than just a tool for assessment. The individual conference can be used not only to grade, but to discuss an already graded paper and to discuss numerous drafts before grading a final draft.
{"title":"Grading technical papers during student conferences","authors":"J. E. Sharp","doi":"10.1109/FIE.1994.580650","DOIUrl":"https://doi.org/10.1109/FIE.1994.580650","url":null,"abstract":"Engineering, technology, and technical communication professors who promote writing excellence in their classrooms face the age-old problem of handling the paper load. On the one hand, professors want to include more writing assignments. On the other hand, they must find enough time to grade the extra papers. One efficient and effective way to grade writing is in an individual conference with each student. For her classes, the author has adapted the individual conference method of Roger Garrison (1981) to use in on-the-spot grading with a grading scale. This method offers many benefits, the most important being that it is a powerful teaching tool rather than just a tool for assessment. The individual conference can be used not only to grade, but to discuss an already graded paper and to discuss numerous drafts before grading a final draft.","PeriodicalId":288591,"journal":{"name":"Proceedings of 1994 IEEE Frontiers in Education Conference - FIE '94","volume":"54 4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1994-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125742992","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}
This paper describes how, at the University of Maine (USA), the authors have coordinated an Industrial Assessment Center (sponsored through the Department of Energy). This program brings students and faculty together on interdisciplinary teams analyzing "real-world" problems in local industries. This experience is effectively the student's first engineering job, which eases the student's transition to industry. In addition, the students see the faculty not only as supervisors, but also as co-learners and team members. It is the opinion of the authors that a program involving industry, students, and faculty is beneficial to all involved parties, and that projects that provide the same benefits could be instituted at other schools without major financial commitment.
{"title":"Easing the transition from academia to industry: the benefits of industry exposure for students and faculty","authors":"S.D. Dvorak, S. Dunning","doi":"10.1109/FIE.1994.580504","DOIUrl":"https://doi.org/10.1109/FIE.1994.580504","url":null,"abstract":"This paper describes how, at the University of Maine (USA), the authors have coordinated an Industrial Assessment Center (sponsored through the Department of Energy). This program brings students and faculty together on interdisciplinary teams analyzing \"real-world\" problems in local industries. This experience is effectively the student's first engineering job, which eases the student's transition to industry. In addition, the students see the faculty not only as supervisors, but also as co-learners and team members. It is the opinion of the authors that a program involving industry, students, and faculty is beneficial to all involved parties, and that projects that provide the same benefits could be instituted at other schools without major financial commitment.","PeriodicalId":288591,"journal":{"name":"Proceedings of 1994 IEEE Frontiers in Education Conference - FIE '94","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1994-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134221437","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}
An experimental tutorial mathematics program is nearing completion which is designed to provide interactive workstation based tutorial support in several areas of engineering mathematics. The objectives of the software are to provide review and exploration experiences which are suitable for classroom presentation, but also can be tailored to the needs of individual students. If this tutorial software approach is successful, it will allow upper division courses in engineering and science to progress more efficiently. It will also help eliminate some barriers to student progress into the upper division due to gaps in academic experience. This type of software is complementary to the demonstrations which can be accomplished with batch files and notebooks for widely used mathematics toolkits such as MatLab and Mathematica. However, it is not based on those software products, and no license to use those products is needed to use this tutorial. This approach is also complementary to textbook presentations since it provides the student with the opportunity to experiment with concepts of mathematics, but it does not present the formal theoretical developments in the depth expected in textbooks.
{"title":"Tutorial software for engineering mathematics","authors":"S. Wood","doi":"10.1109/FIE.1994.580465","DOIUrl":"https://doi.org/10.1109/FIE.1994.580465","url":null,"abstract":"An experimental tutorial mathematics program is nearing completion which is designed to provide interactive workstation based tutorial support in several areas of engineering mathematics. The objectives of the software are to provide review and exploration experiences which are suitable for classroom presentation, but also can be tailored to the needs of individual students. If this tutorial software approach is successful, it will allow upper division courses in engineering and science to progress more efficiently. It will also help eliminate some barriers to student progress into the upper division due to gaps in academic experience. This type of software is complementary to the demonstrations which can be accomplished with batch files and notebooks for widely used mathematics toolkits such as MatLab and Mathematica. However, it is not based on those software products, and no license to use those products is needed to use this tutorial. This approach is also complementary to textbook presentations since it provides the student with the opportunity to experiment with concepts of mathematics, but it does not present the formal theoretical developments in the depth expected in textbooks.","PeriodicalId":288591,"journal":{"name":"Proceedings of 1994 IEEE Frontiers in Education Conference - FIE '94","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1994-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132698291","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}
Among the Gateway Engineering Education Coalition institutions are several models of restructuring the lower division undergraduate educational program. the oldest of these experiments, and the most extensive to date in restructuring the educational process, is the program at Drexel University. The objective for this session is to present the process of institutionalizing significant changes in the early engineering educational experience. The term institutionalization is taken very broadly to include the range from complete adoption of a full curriculum across the entire educational program at one institution to the adaptation and adoption of some or all of a program of change from one institution by another; overcoming the "not invented here" syndrome.
{"title":"Institutionalization of a restructured and refocused lower division undergraduate engineering education program","authors":"E. Fromm","doi":"10.1109/FIE.1994.580627","DOIUrl":"https://doi.org/10.1109/FIE.1994.580627","url":null,"abstract":"Among the Gateway Engineering Education Coalition institutions are several models of restructuring the lower division undergraduate educational program. the oldest of these experiments, and the most extensive to date in restructuring the educational process, is the program at Drexel University. The objective for this session is to present the process of institutionalizing significant changes in the early engineering educational experience. The term institutionalization is taken very broadly to include the range from complete adoption of a full curriculum across the entire educational program at one institution to the adaptation and adoption of some or all of a program of change from one institution by another; overcoming the \"not invented here\" syndrome.","PeriodicalId":288591,"journal":{"name":"Proceedings of 1994 IEEE Frontiers in Education Conference - FIE '94","volume":"56 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1994-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132700241","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}
The Unit for Research and Documentation (GED) of the Telecommunications High Technical School (ETSIT) of the "Universidad Politecnica de Madrid" (UPM) has carried out a survey during the month of February, 1994, among 5th year students in order to analyze their professional expectations in the short and in the long run, and to compare them with their motivations both before engaging in theses studies and now where they are about finishing the career. The basic hypothesis is that both, expectations and motivations, go together, so that various career motivations lead to different professional expectations. The sample consists of 195 students who attended the class of Sociology on February 21, 1994. Since it is not a probabilistic sample, it only represents those students who filled out the questionnaire so that further inference to other universes is not allowed. Yet, the great number of students being surveyed could permit certain inference activity into the whole universe of students of this school. This paper is divided into three parts: (1) the motivations for starting this career and for still studying it are analyzed; (2) the professional expectations both in the short term (5 years) and in the long term are studied, comparing those expectations with the engineering real figures; and (3) the relationships between career motivations and professional expectations.
{"title":"Professional expectations and career motivations among engineering students: a case study of the students of the Telecommunications School of the \"Universidad Politecnica de Madrid\", Spain","authors":"S. Lorente","doi":"10.1109/FIE.1994.580524","DOIUrl":"https://doi.org/10.1109/FIE.1994.580524","url":null,"abstract":"The Unit for Research and Documentation (GED) of the Telecommunications High Technical School (ETSIT) of the \"Universidad Politecnica de Madrid\" (UPM) has carried out a survey during the month of February, 1994, among 5th year students in order to analyze their professional expectations in the short and in the long run, and to compare them with their motivations both before engaging in theses studies and now where they are about finishing the career. The basic hypothesis is that both, expectations and motivations, go together, so that various career motivations lead to different professional expectations. The sample consists of 195 students who attended the class of Sociology on February 21, 1994. Since it is not a probabilistic sample, it only represents those students who filled out the questionnaire so that further inference to other universes is not allowed. Yet, the great number of students being surveyed could permit certain inference activity into the whole universe of students of this school. This paper is divided into three parts: (1) the motivations for starting this career and for still studying it are analyzed; (2) the professional expectations both in the short term (5 years) and in the long term are studied, comparing those expectations with the engineering real figures; and (3) the relationships between career motivations and professional expectations.","PeriodicalId":288591,"journal":{"name":"Proceedings of 1994 IEEE Frontiers in Education Conference - FIE '94","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1994-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134488333","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}
The new power electronics context characterized by the proliferation of sensitive electronics equipment supplied by an electrical network with very high levels of distortion, which are in part generated by the massive utilization of power electronics applications, creates an environment in which traditional circuit modeling analysis and techniques cannot be applied straightforwardly. High harmonic distortion, voltage notches, high frequency noise, etc., are among the typical situations in which sensitive electronic devices are being operated. As a consequence of the new electrical environment, the currents and voltages on the electrical network substantially and randomly deviate from a sinusoidal form. Thus the state of the electrical system cannot be fully analyzed by traditional methods. Due to the consequent dynamics of distortion generation, propagation and interaction with the system, one would need a more powerful technique to efficiently analyze the system performance in the presence of nonstationary distortions. This paper briefly presents the basic concepts for some of the new analytical tools for signal processing and identification, their similarities and differences with respect to traditional techniques, and underlines how these new techniques are changing engineering design and ultimately Specifically, wavelet theory, genetic algorithms, expert systems, fuzzy logic, and neural network concepts are reviewed for their potential applications in power quality analysis.
{"title":"Power electronics, power quality and modern analytical tools: the impact on electrical engineering education","authors":"P. F. Ribeiro, David A. Rogers","doi":"10.1109/FIE.1994.580577","DOIUrl":"https://doi.org/10.1109/FIE.1994.580577","url":null,"abstract":"The new power electronics context characterized by the proliferation of sensitive electronics equipment supplied by an electrical network with very high levels of distortion, which are in part generated by the massive utilization of power electronics applications, creates an environment in which traditional circuit modeling analysis and techniques cannot be applied straightforwardly. High harmonic distortion, voltage notches, high frequency noise, etc., are among the typical situations in which sensitive electronic devices are being operated. As a consequence of the new electrical environment, the currents and voltages on the electrical network substantially and randomly deviate from a sinusoidal form. Thus the state of the electrical system cannot be fully analyzed by traditional methods. Due to the consequent dynamics of distortion generation, propagation and interaction with the system, one would need a more powerful technique to efficiently analyze the system performance in the presence of nonstationary distortions. This paper briefly presents the basic concepts for some of the new analytical tools for signal processing and identification, their similarities and differences with respect to traditional techniques, and underlines how these new techniques are changing engineering design and ultimately Specifically, wavelet theory, genetic algorithms, expert systems, fuzzy logic, and neural network concepts are reviewed for their potential applications in power quality analysis.","PeriodicalId":288591,"journal":{"name":"Proceedings of 1994 IEEE Frontiers in Education Conference - FIE '94","volume":"7 10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1994-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129479783","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}
In the design of curricula, there is a requisite need to develop mindful organization of topics: context, content and sequencing that ideally should be based on sound educational theories that will produce effective results-true learning, true understanding, and true personal satisfaction of both teacher and learner. Viewing learning as synthesis of knowledge means analogically considering knowledge as a form of design-one that satisfies the constraint of effectiveness just described in addition to those of time, intellectual maturity, and available human, economic, and computer resources. Viewing learning as integration denotes examining the role of reasonable connectivity between novel and accepted (or integrated) concept in every phase of planning learning events and processes. Viewing learning as a system requiring a forcing function leads to the issue of motivation: internal motivation being shown to more effective than external. In this work the main ideas of motivation and connection as fundamental organizing principles are proposed for discussion.
{"title":"Synthesis and integration: motivation and connection: a theory of mindful instruction","authors":"M.R. Ramirez","doi":"10.1109/FIE.1994.580542","DOIUrl":"https://doi.org/10.1109/FIE.1994.580542","url":null,"abstract":"In the design of curricula, there is a requisite need to develop mindful organization of topics: context, content and sequencing that ideally should be based on sound educational theories that will produce effective results-true learning, true understanding, and true personal satisfaction of both teacher and learner. Viewing learning as synthesis of knowledge means analogically considering knowledge as a form of design-one that satisfies the constraint of effectiveness just described in addition to those of time, intellectual maturity, and available human, economic, and computer resources. Viewing learning as integration denotes examining the role of reasonable connectivity between novel and accepted (or integrated) concept in every phase of planning learning events and processes. Viewing learning as a system requiring a forcing function leads to the issue of motivation: internal motivation being shown to more effective than external. In this work the main ideas of motivation and connection as fundamental organizing principles are proposed for discussion.","PeriodicalId":288591,"journal":{"name":"Proceedings of 1994 IEEE Frontiers in Education Conference - FIE '94","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1994-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132249887","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}
For over ten years, a highly successful graduate career change program at Arizona State University (USA) has been used to recruit and to graduate women with a Master's degree in industrial engineering. The students selected for this program are either unemployed or under employed in a technical area. This paper gives the results of the evaluation of the career change program and of activities that were helpful in retaining the career change women, The results of both surveys are helpful in defining retention strategies for both undergraduate and graduate women students. The peer group support given to the career change women was of particular value. This paper suggests that this type of support could be duplicated by peer undergraduate and graduate groups of women within departments. The results of the latter survey also point out the most difficult areas for women graduate students as well as suggestions on how the experience could be improved.
{"title":"Retention strategies for engineering women students: what worked for graduate career change women","authors":"M. R. Anderson","doi":"10.1109/FIE.1994.580568","DOIUrl":"https://doi.org/10.1109/FIE.1994.580568","url":null,"abstract":"For over ten years, a highly successful graduate career change program at Arizona State University (USA) has been used to recruit and to graduate women with a Master's degree in industrial engineering. The students selected for this program are either unemployed or under employed in a technical area. This paper gives the results of the evaluation of the career change program and of activities that were helpful in retaining the career change women, The results of both surveys are helpful in defining retention strategies for both undergraduate and graduate women students. The peer group support given to the career change women was of particular value. This paper suggests that this type of support could be duplicated by peer undergraduate and graduate groups of women within departments. The results of the latter survey also point out the most difficult areas for women graduate students as well as suggestions on how the experience could be improved.","PeriodicalId":288591,"journal":{"name":"Proceedings of 1994 IEEE Frontiers in Education Conference - FIE '94","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1994-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132591025","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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