Commercial computerized advising systems are available and expert-system shells have been used to develop aids for student advising. However, these approaches can be expensive, may not run on inexpensive PCs, may not be flexible enough, and would preclude giving copies to students for analysis of their own progress. Advisor's Assistant was developed to meet these requirements. The program, about 2000 lines of Turbo Pascal 5.0, reads a file describing the curriculum and a file containing information about each course in the curriculum, creating a tree data structure in memory. The advisor can then request a specific student's file. The tree data structure remains in memory while the individual student's file is read, adding nodes to the tree specific to the student. With the complete information about the curriculum, the courses, and the student's records in memory, the advisor can request that various items of information be derived for that student. For example, a student credit audit prints out the courses taken and the courses remaining in the various categories required for graduation.<>
{"title":"The Advisor's Assistant","authors":"M. Batchelder","doi":"10.1109/FIE.1989.69413","DOIUrl":"https://doi.org/10.1109/FIE.1989.69413","url":null,"abstract":"Commercial computerized advising systems are available and expert-system shells have been used to develop aids for student advising. However, these approaches can be expensive, may not run on inexpensive PCs, may not be flexible enough, and would preclude giving copies to students for analysis of their own progress. Advisor's Assistant was developed to meet these requirements. The program, about 2000 lines of Turbo Pascal 5.0, reads a file describing the curriculum and a file containing information about each course in the curriculum, creating a tree data structure in memory. The advisor can then request a specific student's file. The tree data structure remains in memory while the individual student's file is read, adding nodes to the tree specific to the student. With the complete information about the curriculum, the courses, and the student's records in memory, the advisor can request that various items of information be derived for that student. For example, a student credit audit prints out the courses taken and the courses remaining in the various categories required for graduation.<<ETX>>","PeriodicalId":319513,"journal":{"name":"Proceedings 1989 Frontiers in Education Conference","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1989-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124728528","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 author discusses how computer algebra has been used in mathematics teaching at Cornell University. He begins by illustrating some of the commands available in computer algebra software. He reviews the experience at Cornell with MuMath and other computer algebra systems, including MACSYMA, and describes plans for the future. He also discusses student and faculty reactions to the use of computers in this way. He closes with comments about the future of teaching engineering mathematics at Cornell in light of the above experience and new developments in computer technology and computer support for teaching.<>
{"title":"Computer algebra and undergraduate engineering teaching","authors":"R. Lance","doi":"10.1109/FIE.1989.69398","DOIUrl":"https://doi.org/10.1109/FIE.1989.69398","url":null,"abstract":"The author discusses how computer algebra has been used in mathematics teaching at Cornell University. He begins by illustrating some of the commands available in computer algebra software. He reviews the experience at Cornell with MuMath and other computer algebra systems, including MACSYMA, and describes plans for the future. He also discusses student and faculty reactions to the use of computers in this way. He closes with comments about the future of teaching engineering mathematics at Cornell in light of the above experience and new developments in computer technology and computer support for teaching.<<ETX>>","PeriodicalId":319513,"journal":{"name":"Proceedings 1989 Frontiers in Education Conference","volume":"99 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1989-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122970605","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 order to increase the number of successful underrepresented minority engineering graduates, the Minority Engineering Program and the Mechanical Engineering Department developed two model academic excellence workshops for introductory engineering mechanics: vector statics, first offered in the fall of 1987, and vector dynamics, begun in the spring of 1988. The results of the workshops have been dramatic. In the first vector statics workshop underrepresented minorities, who on the average have historically scored lower in engineering mechanics than other groups, scored on the average one full letter grade above students who were not a part of the workshop program. The authors present the overall structure of the program and the focus of the workshop sessions, especially in engineering mechanics. Workshop strategy is described, and program cost is noted.<>
{"title":"Cooperative learning in engineering through academic excellence workshops at California State Polytechnic University, Pomona","authors":"M. Shelton, M. Hudspeth","doi":"10.1109/FIE.1989.69367","DOIUrl":"https://doi.org/10.1109/FIE.1989.69367","url":null,"abstract":"In order to increase the number of successful underrepresented minority engineering graduates, the Minority Engineering Program and the Mechanical Engineering Department developed two model academic excellence workshops for introductory engineering mechanics: vector statics, first offered in the fall of 1987, and vector dynamics, begun in the spring of 1988. The results of the workshops have been dramatic. In the first vector statics workshop underrepresented minorities, who on the average have historically scored lower in engineering mechanics than other groups, scored on the average one full letter grade above students who were not a part of the workshop program. The authors present the overall structure of the program and the focus of the workshop sessions, especially in engineering mechanics. Workshop strategy is described, and program cost is noted.<<ETX>>","PeriodicalId":319513,"journal":{"name":"Proceedings 1989 Frontiers in Education Conference","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1989-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130670076","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 incorporation of the process of creativity in four distinct courses, namely materials science, electron devices, electrooptics, and electrical machinery, is detailed. Methods, techniques, and problems are discussed, along with student responses and applications to a senior capstone course called Senior Design Projects. Suggestions for instructor involvement and creative session facilitation are given, with special emphasis on environment, ground rules, attitude development, and scope. Formats for such classroom sessions and formats for typical topics are described. The importance of accompanying liberal studies, reading for enjoyment, and imagination revival are discussed in the light of modern-day habits and mores.<>
{"title":"Teaching the process of creativity in the engineering classroom","authors":"J. Masi","doi":"10.1109/FIE.1989.69420","DOIUrl":"https://doi.org/10.1109/FIE.1989.69420","url":null,"abstract":"The incorporation of the process of creativity in four distinct courses, namely materials science, electron devices, electrooptics, and electrical machinery, is detailed. Methods, techniques, and problems are discussed, along with student responses and applications to a senior capstone course called Senior Design Projects. Suggestions for instructor involvement and creative session facilitation are given, with special emphasis on environment, ground rules, attitude development, and scope. Formats for such classroom sessions and formats for typical topics are described. The importance of accompanying liberal studies, reading for enjoyment, and imagination revival are discussed in the light of modern-day habits and mores.<<ETX>>","PeriodicalId":319513,"journal":{"name":"Proceedings 1989 Frontiers in Education Conference","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1989-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130991865","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 author considers the use of comprehensive examinations as vehicles for multiple strategy in engineering. Evaluations of A-level Engineering Science examinations in England show that subtests of examinations to test specific domains (focussing objectives) do not show consistently high levels of certainty that these domains were tested. Factorial analyses suggest that, unless the instructional strategy is specifically designed to obtain the required objectives, no high expectation can be held that they are obtained in student learning. Therefore a major task for the designer of multiple-strategy assessment procedures is the selection of objectives for assessment, since, by definition, outcomes can only be determined which are well specified. A model of the curriculum, assessments, and teaching process is derived. It implies that an assessment movement which does not take into account the design of instruction will not necessarily bring about an improvement in the quality of education provided. Support for this view is to be found in studies of comprehensive examinations in engineering science, mathematics, and history, undertaken in Britain and Ireland. The findings of these studies are discussed.<>
{"title":"Problems in the evaluation of focussing objectives and their implications for the design of systems models of the curriculum with special reference to comprehensive examinations","authors":"J. Heywood","doi":"10.1109/FIE.1989.69409","DOIUrl":"https://doi.org/10.1109/FIE.1989.69409","url":null,"abstract":"The author considers the use of comprehensive examinations as vehicles for multiple strategy in engineering. Evaluations of A-level Engineering Science examinations in England show that subtests of examinations to test specific domains (focussing objectives) do not show consistently high levels of certainty that these domains were tested. Factorial analyses suggest that, unless the instructional strategy is specifically designed to obtain the required objectives, no high expectation can be held that they are obtained in student learning. Therefore a major task for the designer of multiple-strategy assessment procedures is the selection of objectives for assessment, since, by definition, outcomes can only be determined which are well specified. A model of the curriculum, assessments, and teaching process is derived. It implies that an assessment movement which does not take into account the design of instruction will not necessarily bring about an improvement in the quality of education provided. Support for this view is to be found in studies of comprehensive examinations in engineering science, mathematics, and history, undertaken in Britain and Ireland. The findings of these studies are discussed.<<ETX>>","PeriodicalId":319513,"journal":{"name":"Proceedings 1989 Frontiers in Education Conference","volume":"317 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1989-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116164108","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 author describes how SPICE, which is normally viewed as a circuit analysis and design program, can be used to solve two-dimensional (2-D) and three-dimensional (3-D) potential problems. The characteristic impedance of regular and odd-shaped lossless transmission lines can be obtained directly: from this the inductance and capacitance can be obtained. In the 3-D case, the potential distribution and capacitance between two objects can be obtained. It is noted that, for electrical engineering students, the solution of 2-D problems of capacitance or characteristic impedance may be more attractive than having to cope with programming a relaxation matrix or coping with a spreadsheet. For 3-D problems the use of SPICE is not recommended except to conceptualize the problem itself.<>
{"title":"Solving electromagnetics problems with SPICE","authors":"R. Schwartz","doi":"10.1109/FIE.1989.69392","DOIUrl":"https://doi.org/10.1109/FIE.1989.69392","url":null,"abstract":"The author describes how SPICE, which is normally viewed as a circuit analysis and design program, can be used to solve two-dimensional (2-D) and three-dimensional (3-D) potential problems. The characteristic impedance of regular and odd-shaped lossless transmission lines can be obtained directly: from this the inductance and capacitance can be obtained. In the 3-D case, the potential distribution and capacitance between two objects can be obtained. It is noted that, for electrical engineering students, the solution of 2-D problems of capacitance or characteristic impedance may be more attractive than having to cope with programming a relaxation matrix or coping with a spreadsheet. For 3-D problems the use of SPICE is not recommended except to conceptualize the problem itself.<<ETX>>","PeriodicalId":319513,"journal":{"name":"Proceedings 1989 Frontiers in Education Conference","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1989-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117120915","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}
Types of cooperative learning are described, and the importance of this learning approach is stressed. A conceptual approach to cooperative learning has been developed at the University of Minnesota which is characterized by five basic elements: positive interdependence, face-to-face promotive interaction, individual accountability, collaborative skills, and group processing. Work has focussed on applying the research and development of each of the strategies to the college classroom. Cognitive research on how students learn, research on the importance of social support, research on the importance of collaborative skills, and the research on the importance of active involvement to the cooperative learning strategies mentioned above are being integrated and related. It is concluded that implementing cooperative learning in the college classroom would assist in getting students meaningfully involved in learning and focussing attention on active learning to help prepare self-directed, autonomous learners.<>
{"title":"The craft of teaching cooperative learning: an active learning strategy","authors":"K. Smith","doi":"10.1109/FIE.1989.69400","DOIUrl":"https://doi.org/10.1109/FIE.1989.69400","url":null,"abstract":"Types of cooperative learning are described, and the importance of this learning approach is stressed. A conceptual approach to cooperative learning has been developed at the University of Minnesota which is characterized by five basic elements: positive interdependence, face-to-face promotive interaction, individual accountability, collaborative skills, and group processing. Work has focussed on applying the research and development of each of the strategies to the college classroom. Cognitive research on how students learn, research on the importance of social support, research on the importance of collaborative skills, and the research on the importance of active involvement to the cooperative learning strategies mentioned above are being integrated and related. It is concluded that implementing cooperative learning in the college classroom would assist in getting students meaningfully involved in learning and focussing attention on active learning to help prepare self-directed, autonomous learners.<<ETX>>","PeriodicalId":319513,"journal":{"name":"Proceedings 1989 Frontiers in Education Conference","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1989-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125795857","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}
It is noted that engineering course-work can be arranged to allow students to apply elements of organizational behavior beginning in their first year of study. Such a program operates at the James Goldston School of Engineering, Capricornia Institute, Queensland, Australia. The affective areas of individual and group functioning are purposively addressed and are central to a first-year design course. Faculty in this enterprise effectively take on the role of mentor, rather than expert. Students are guided to learn collaboratively. Skills developed by students in that design course serve as a foundation for subsequent design courses over the four-year program of study. The features of the course are: experimentation, analysis and synthesis, active student participation in group activities, interdisciplinary involvement and collaborative learning, project management, project presentation, and student peer assessment. It is concluded that first-year Bachelor of Engineering students involved in this course are able to cope successfully with responsibility for their individual functioning, group behavior, experimental activities, analysis of machine components, project selection, and project management and reporting, both verbally and in writing.<>
{"title":"Affective engineering design education","authors":"R. Clinch","doi":"10.1109/FIE.1989.69403","DOIUrl":"https://doi.org/10.1109/FIE.1989.69403","url":null,"abstract":"It is noted that engineering course-work can be arranged to allow students to apply elements of organizational behavior beginning in their first year of study. Such a program operates at the James Goldston School of Engineering, Capricornia Institute, Queensland, Australia. The affective areas of individual and group functioning are purposively addressed and are central to a first-year design course. Faculty in this enterprise effectively take on the role of mentor, rather than expert. Students are guided to learn collaboratively. Skills developed by students in that design course serve as a foundation for subsequent design courses over the four-year program of study. The features of the course are: experimentation, analysis and synthesis, active student participation in group activities, interdisciplinary involvement and collaborative learning, project management, project presentation, and student peer assessment. It is concluded that first-year Bachelor of Engineering students involved in this course are able to cope successfully with responsibility for their individual functioning, group behavior, experimental activities, analysis of machine components, project selection, and project management and reporting, both verbally and in writing.<<ETX>>","PeriodicalId":319513,"journal":{"name":"Proceedings 1989 Frontiers in Education Conference","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1989-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121567504","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}
It is noted that computer graphics has introduced a variety of phenomena and problems that tend to constitute not only serious constraints to its widespread applications, but also curriculum-related challenges to the engineering schools and departments associated with finding ways of teaching the same old course (engineering graphics). The author describes some of these constraints, with particular emphasis on economically less buoyant schools in developing countries and relates how some of them are facing up to the challenges through pedagogical approaches. He shows that computer graphics can be taught in nonconventional ways and with minimum outlay of instructional facilities and personnel. The approach described is based on experience at the Department of Electronic Engineering, University of Nigeria, Nsukka, Nigeria.<>
{"title":"Teaching computer graphics in a constrained environment: the top-down approach","authors":"A. N. Nzeako","doi":"10.1109/FIE.1989.69369","DOIUrl":"https://doi.org/10.1109/FIE.1989.69369","url":null,"abstract":"It is noted that computer graphics has introduced a variety of phenomena and problems that tend to constitute not only serious constraints to its widespread applications, but also curriculum-related challenges to the engineering schools and departments associated with finding ways of teaching the same old course (engineering graphics). The author describes some of these constraints, with particular emphasis on economically less buoyant schools in developing countries and relates how some of them are facing up to the challenges through pedagogical approaches. He shows that computer graphics can be taught in nonconventional ways and with minimum outlay of instructional facilities and personnel. The approach described is based on experience at the Department of Electronic Engineering, University of Nigeria, Nsukka, Nigeria.<<ETX>>","PeriodicalId":319513,"journal":{"name":"Proceedings 1989 Frontiers in Education Conference","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1989-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122406837","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}
A philosophy of the teaching of engineering courses is presented which places synthesis before analysis. With this approach, the first step is to take an overview of the subject matter in the light of the past, present, and projected applications. Typically the hierarchical top-down approach will consider all the various alternatives of engineering design, contrasted with the particular design technique being taught. Alternatively, if all the possible variants are within the curriculum, there will be a critical comparison of them all. Production, manufacturing, reliability, and economics all form part of this overview. The weight given to these aspects will depend on the subject itself. The initial synthesis is then followed by appropriate analysis. The careful choice of the material on synthesis will have given the lecturer, in his preparation, firm ideas of the analytical treatment required and the depth to which it should be pursued. As examples of this approach, digital IC logic and interconnects in VLSI are presented.<>
{"title":"Placing synthesis before analysis (engineering courses teaching)","authors":"L. Herbst","doi":"10.1109/FIE.1989.69430","DOIUrl":"https://doi.org/10.1109/FIE.1989.69430","url":null,"abstract":"A philosophy of the teaching of engineering courses is presented which places synthesis before analysis. With this approach, the first step is to take an overview of the subject matter in the light of the past, present, and projected applications. Typically the hierarchical top-down approach will consider all the various alternatives of engineering design, contrasted with the particular design technique being taught. Alternatively, if all the possible variants are within the curriculum, there will be a critical comparison of them all. Production, manufacturing, reliability, and economics all form part of this overview. The weight given to these aspects will depend on the subject itself. The initial synthesis is then followed by appropriate analysis. The careful choice of the material on synthesis will have given the lecturer, in his preparation, firm ideas of the analytical treatment required and the depth to which it should be pursued. As examples of this approach, digital IC logic and interconnects in VLSI are presented.<<ETX>>","PeriodicalId":319513,"journal":{"name":"Proceedings 1989 Frontiers in Education Conference","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1989-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128147428","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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