Education relies on monitoring of a student's progress and a current assessment is often used as a stimulus to encourage systematic study It is particularly helpful for students of a lower division undergraduate level. In an effort to diversify the program in a large group of computer science students, a slightly differing approach has been attempted in its subgroups. This paper presents an experiment: in which a concept of prerequisites and verified minimal requirements have been tried within one subject. Some 300 students did a standard set of theoretical and practical exercises, but some students were given one or two additional projects allocated depending on their level of competence. These projects once given, were compulsory; but they could yield only a small number of points. A presumption that to do a job a person must be suitable for it, although seemingly unquestionable, is sometimes difficult to accept. It is surprising however, that while criticism coming from students was rather natural, a negative perception was also evident among faculty. This suggests, that although the method raises no objections in principle, it must be modified.
{"title":"Nonconventional assessment-problems and experiences [education]","authors":"J. A. Piotrowski","doi":"10.1109/FIE.1994.583199","DOIUrl":"https://doi.org/10.1109/FIE.1994.583199","url":null,"abstract":"Education relies on monitoring of a student's progress and a current assessment is often used as a stimulus to encourage systematic study It is particularly helpful for students of a lower division undergraduate level. In an effort to diversify the program in a large group of computer science students, a slightly differing approach has been attempted in its subgroups. This paper presents an experiment: in which a concept of prerequisites and verified minimal requirements have been tried within one subject. Some 300 students did a standard set of theoretical and practical exercises, but some students were given one or two additional projects allocated depending on their level of competence. These projects once given, were compulsory; but they could yield only a small number of points. A presumption that to do a job a person must be suitable for it, although seemingly unquestionable, is sometimes difficult to accept. It is surprising however, that while criticism coming from students was rather natural, a negative perception was also evident among faculty. This suggests, that although the method raises no objections in principle, it must be modified.","PeriodicalId":288591,"journal":{"name":"Proceedings of 1994 IEEE Frontiers in Education Conference - FIE '94","volume":"16 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":"127806473","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}
Modernism, especially as it embodies scientific rationality, continues to be essential to cultural identity. Science and analytic reason, for instance, remain at the core of engineering practice. Yet, engineering education, as preparation for engineering practice, though it has traditionally embraced the modernist project, is already well on its way toward an incorporation of some principles and strategies that can only be called post modern. In this paper the author points out where he sees post modern ideas becoming important in engineering and what new directions for engineering education might be possible in the wake of the post modern turn.
{"title":"Engineering education in the post modern era","authors":"G. Moriarity","doi":"10.1109/FIE.1994.580469","DOIUrl":"https://doi.org/10.1109/FIE.1994.580469","url":null,"abstract":"Modernism, especially as it embodies scientific rationality, continues to be essential to cultural identity. Science and analytic reason, for instance, remain at the core of engineering practice. Yet, engineering education, as preparation for engineering practice, though it has traditionally embraced the modernist project, is already well on its way toward an incorporation of some principles and strategies that can only be called post modern. In this paper the author points out where he sees post modern ideas becoming important in engineering and what new directions for engineering education might be possible in the wake of the post modern turn.","PeriodicalId":288591,"journal":{"name":"Proceedings of 1994 IEEE Frontiers in Education Conference - FIE '94","volume":"41 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":"129950998","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 indicates, based on the author's teaching experience in an ABET-accredited mechanical engineering technology program, that education of computer-aided manufacturing in an engineering technology program requires of the students more knowledge of the fundamentals in basic sciences and technical sciences. The author discusses the course of robotics applications as an example. The author discusses some of the teaching materials in the course following the ABET criteria and indicates that engineering basics is very important for the course.
{"title":"More basics in courses of computer-integrated manufacturing technology","authors":"Zhongmin Liang","doi":"10.1109/FIE.1994.580611","DOIUrl":"https://doi.org/10.1109/FIE.1994.580611","url":null,"abstract":"This paper indicates, based on the author's teaching experience in an ABET-accredited mechanical engineering technology program, that education of computer-aided manufacturing in an engineering technology program requires of the students more knowledge of the fundamentals in basic sciences and technical sciences. The author discusses the course of robotics applications as an example. The author discusses some of the teaching materials in the course following the ABET criteria and indicates that engineering basics is very important for the course.","PeriodicalId":288591,"journal":{"name":"Proceedings of 1994 IEEE Frontiers in Education Conference - FIE '94","volume":"15 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":"129715285","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 discusses the concept of "engineering design" both in general and as it specifically applies to electrical engineering. A basic definition is developed as a basis for discussing how to incorporate engineering design into the entire engineering curriculum. How to incorporate these design concepts into introductory level courses where students tend to have very little knowledge with which to perform engineering design is then be addressed. The paper concludes with a presentation of several examples of design problems used in introductory networks and electronics courses. Problems, while very open ended, are structured to allow the students to maximize the use of their existing knowledge base in developing a solution. The use of these introductory level problems as potential building blocks for future, higher level design problems is also presented.
{"title":"A practical approach to introductory level design in electrical engineering","authors":"D. Moore","doi":"10.1109/FIE.1994.580551","DOIUrl":"https://doi.org/10.1109/FIE.1994.580551","url":null,"abstract":"This paper discusses the concept of \"engineering design\" both in general and as it specifically applies to electrical engineering. A basic definition is developed as a basis for discussing how to incorporate engineering design into the entire engineering curriculum. How to incorporate these design concepts into introductory level courses where students tend to have very little knowledge with which to perform engineering design is then be addressed. The paper concludes with a presentation of several examples of design problems used in introductory networks and electronics courses. Problems, while very open ended, are structured to allow the students to maximize the use of their existing knowledge base in developing a solution. The use of these introductory level problems as potential building blocks for future, higher level design problems is also presented.","PeriodicalId":288591,"journal":{"name":"Proceedings of 1994 IEEE Frontiers in Education Conference - FIE '94","volume":"129 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":"123003237","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 University of Virginia is in the middle of a major restructuring of the entire undergraduate computer science program. A new philosophy was needed to define the necessary tools, skills and experience needed by the contemporary computing professional. It is expected that the new curriculum will produce computer scientists who have a clear understanding of, an appreciation for, and skills that support the engineering and comprehension of large software systems, reengineering of existing systems, use of modern tools and environments, and application of innovative techniques such as software reuse. This paper presents a brief overview of a project focused around the software development process. Students will use a security camera model as the means for exploring the software development process.
{"title":"Exploring the software development process using a security camera in a CS2 course","authors":"J. Knight, J. Prey","doi":"10.1109/FIE.1994.580540","DOIUrl":"https://doi.org/10.1109/FIE.1994.580540","url":null,"abstract":"The University of Virginia is in the middle of a major restructuring of the entire undergraduate computer science program. A new philosophy was needed to define the necessary tools, skills and experience needed by the contemporary computing professional. It is expected that the new curriculum will produce computer scientists who have a clear understanding of, an appreciation for, and skills that support the engineering and comprehension of large software systems, reengineering of existing systems, use of modern tools and environments, and application of innovative techniques such as software reuse. This paper presents a brief overview of a project focused around the software development process. Students will use a security camera model as the means for exploring the software development process.","PeriodicalId":288591,"journal":{"name":"Proceedings of 1994 IEEE Frontiers in Education Conference - FIE '94","volume":"34 9 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":"123148637","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 presentation focuses on the use of the annotated outline wherein outlines are annotated (augmented) with different kinds of significant information, turning the ordinary engineering course outline into a mini-learning-guide. This extra information plays a wider role than the typical notes handed out by instructors. In addition to information that clears up ambiguous or complicated material in the text book, it can take the form of hints on solving homework problems. It can describe types of knowledge, such as definitions, strategies, procedures, rules of thumb, and concepts, and it can describe cognitive processes such as brain storming and synesthesia. An important feature of the annotated outline is that information is identified according to knowledge type, cognitive function, and cognitive process so that students will be able to go beyond meaning to meta-learning. For example, information that takes the form of a procedure is listed as such, and students are instructed on the importance, the purpose, and the limitation of a procedure. Information that describes a sign convention also states why conventions are important in calculations and derivations.
{"title":"Using annotated outlines to enhance learning [engineering education]","authors":"C. Yokomoto","doi":"10.1109/FIE.1994.580656","DOIUrl":"https://doi.org/10.1109/FIE.1994.580656","url":null,"abstract":"This presentation focuses on the use of the annotated outline wherein outlines are annotated (augmented) with different kinds of significant information, turning the ordinary engineering course outline into a mini-learning-guide. This extra information plays a wider role than the typical notes handed out by instructors. In addition to information that clears up ambiguous or complicated material in the text book, it can take the form of hints on solving homework problems. It can describe types of knowledge, such as definitions, strategies, procedures, rules of thumb, and concepts, and it can describe cognitive processes such as brain storming and synesthesia. An important feature of the annotated outline is that information is identified according to knowledge type, cognitive function, and cognitive process so that students will be able to go beyond meaning to meta-learning. For example, information that takes the form of a procedure is listed as such, and students are instructed on the importance, the purpose, and the limitation of a procedure. Information that describes a sign convention also states why conventions are important in calculations and derivations.","PeriodicalId":288591,"journal":{"name":"Proceedings of 1994 IEEE Frontiers in Education Conference - FIE '94","volume":"47 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":"115838535","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 provides one approach being used by the Department of Electrical Engineering and Computer Science (EE&CS) at the United States Military Academy (USMA) to develop and maintain microcomputer laboratories. Background on the extensive use of computers at USMA, and benefits of creating the "Optimum Lab" are presented. This paper also discusses the hardware and software configurations of the labs and critical points to be considered when buying or upgrading hardware and software. Innovative uses of hardware, software, and the network are provided.
{"title":"Developing the Optimum PC Lab","authors":"D. Reich","doi":"10.1109/FIE.1994.580584","DOIUrl":"https://doi.org/10.1109/FIE.1994.580584","url":null,"abstract":"This paper provides one approach being used by the Department of Electrical Engineering and Computer Science (EE&CS) at the United States Military Academy (USMA) to develop and maintain microcomputer laboratories. Background on the extensive use of computers at USMA, and benefits of creating the \"Optimum Lab\" are presented. This paper also discusses the hardware and software configurations of the labs and critical points to be considered when buying or upgrading hardware and software. Innovative uses of hardware, software, and the network are provided.","PeriodicalId":288591,"journal":{"name":"Proceedings of 1994 IEEE Frontiers in Education Conference - FIE '94","volume":"55 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":"131535389","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 authors argue that it is of utmost importance for academe to work with businesses and industry to find out their needs which are in effect the educational needs of students. Echoing this is an educational axiom which is a prerequisite to having a successful educational enterprise: a curriculum is valid if it promotes the fulfillment of significant human needs. This paper serves to explore the connection between the needs and expectations of industry, student needs, and the transition from higher education to the work environment.
{"title":"Satisficing: student needs and industry expectations [engineering education]","authors":"S.J.E. Christiano, M.R. Ramirez","doi":"10.1109/FIE.1994.580587","DOIUrl":"https://doi.org/10.1109/FIE.1994.580587","url":null,"abstract":"The authors argue that it is of utmost importance for academe to work with businesses and industry to find out their needs which are in effect the educational needs of students. Echoing this is an educational axiom which is a prerequisite to having a successful educational enterprise: a curriculum is valid if it promotes the fulfillment of significant human needs. This paper serves to explore the connection between the needs and expectations of industry, student needs, and the transition from higher education to the work environment.","PeriodicalId":288591,"journal":{"name":"Proceedings of 1994 IEEE Frontiers in Education Conference - FIE '94","volume":"25 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":"131650493","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}
Although the C language is fairly new, its increasing dominance in systems and applications software and the ensuing industry expectations have resulted in curricular changes in engineering programming throughout the country. Obstacles to its use, particularly in the lower division are not insignificant. Difficulties include: the perception that the language is excessively difficult, lack of code readability, texts written with upper division computer science topics in mind, and difficulty in finding applications that are appropriate. Overcoming these obstacles serves the immediate needs in the classroom and answers industry demands. Methods of overcoming these difficulties can lead to benefits beyond the immediate needs of a programming course. A course that combines expectations that go beyond programming with the more standard ones is described. By approaching the course with a planned mixture of learning styles including instructor-led laboratory experiences and lectures into which student involvement is extensively structured, the needs of different students, including underrepresented minorities, can be met. By using UNIX-based workstations as a programming platform, the programming class can be used as an important basis of experience for upper division courses in individual disciplines that are using the computing power of the workstations for complex CAD/CAE applications, such as microelectronic systems design.
{"title":"Using C programming as a vehicle to overcome barriers","authors":"K. Kramer","doi":"10.1109/FIE.1994.580463","DOIUrl":"https://doi.org/10.1109/FIE.1994.580463","url":null,"abstract":"Although the C language is fairly new, its increasing dominance in systems and applications software and the ensuing industry expectations have resulted in curricular changes in engineering programming throughout the country. Obstacles to its use, particularly in the lower division are not insignificant. Difficulties include: the perception that the language is excessively difficult, lack of code readability, texts written with upper division computer science topics in mind, and difficulty in finding applications that are appropriate. Overcoming these obstacles serves the immediate needs in the classroom and answers industry demands. Methods of overcoming these difficulties can lead to benefits beyond the immediate needs of a programming course. A course that combines expectations that go beyond programming with the more standard ones is described. By approaching the course with a planned mixture of learning styles including instructor-led laboratory experiences and lectures into which student involvement is extensively structured, the needs of different students, including underrepresented minorities, can be met. By using UNIX-based workstations as a programming platform, the programming class can be used as an important basis of experience for upper division courses in individual disciplines that are using the computing power of the workstations for complex CAD/CAE applications, such as microelectronic systems design.","PeriodicalId":288591,"journal":{"name":"Proceedings of 1994 IEEE Frontiers in Education Conference - FIE '94","volume":"11 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":"126610382","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}
Currently ECE 110, an introductory course to electrical and computer engineering, is in its third offering. The authors propose this course as a model for more advanced laboratory courses in the same curriculum. They discuss how these types of courses are an essential part of a curriculum that attempts to prepare electrical and computer engineers that have ingenuity, are creative and mindful of the consequences of what they design and build. The authors also demonstrate the operation of a vehicle at the various stages developed in the laboratory.
{"title":"An introduction to electrical and computer engineering for freshmen: laboratories and lectures","authors":"R. B. Uribe, L. Haken","doi":"10.1109/FIE.1994.580471","DOIUrl":"https://doi.org/10.1109/FIE.1994.580471","url":null,"abstract":"Currently ECE 110, an introductory course to electrical and computer engineering, is in its third offering. The authors propose this course as a model for more advanced laboratory courses in the same curriculum. They discuss how these types of courses are an essential part of a curriculum that attempts to prepare electrical and computer engineers that have ingenuity, are creative and mindful of the consequences of what they design and build. The authors also demonstrate the operation of a vehicle at the various stages developed in the laboratory.","PeriodicalId":288591,"journal":{"name":"Proceedings of 1994 IEEE Frontiers in Education Conference - FIE '94","volume":"19 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":"116063576","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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