Cooperative learning was recently introduced at the Norwegian Institute of Technology (NTH). A student group, ALTUND, has played a major role in this university-wide activity. ALTUND planned two workshops which were held in February 1988. The first was a 3-day workshop for 25 professors and 12 students, while the second was a one-day workshop attended by 200 teachers and students. Teachers who participated became heavily committed to cooperative learning. Examples of the cooperative learning activities in the classes of the professors are presented.<>
{"title":"Students-a resource, not a burden","authors":"L. Dahle, O. Foyn, K. Kapstad, K. Nilsen","doi":"10.1109/FIE.1989.69401","DOIUrl":"https://doi.org/10.1109/FIE.1989.69401","url":null,"abstract":"Cooperative learning was recently introduced at the Norwegian Institute of Technology (NTH). A student group, ALTUND, has played a major role in this university-wide activity. ALTUND planned two workshops which were held in February 1988. The first was a 3-day workshop for 25 professors and 12 students, while the second was a one-day workshop attended by 200 teachers and students. Teachers who participated became heavily committed to cooperative learning. Examples of the cooperative learning activities in the classes of the professors are presented.<<ETX>>","PeriodicalId":319513,"journal":{"name":"Proceedings 1989 Frontiers in Education Conference","volume":"108 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":"122977425","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 report on a scheme for evaluating students involved in team-oriented capstone engineering design projects. This scheme, implemented in Bradley's Industrial Engineering Department, addresses the problems associated with forming teams, potential interpersonal conflicts within the team, and the difficulty in assigning grades to individuals when the project is a team project. Under the scheme the categories, point values, and weights will vary for different programs. This method of evaluation give the faculty a more objective (and more defensible) approach to team project grading. The faculty involved in each program will have to decide on modifications to this scheme depending on their own requirements.<>
{"title":"Team oriented capstone design course management: a new approach to team formulation and evaluation","authors":"J. Emanuel, K. Worthington","doi":"10.1109/FIE.1989.69408","DOIUrl":"https://doi.org/10.1109/FIE.1989.69408","url":null,"abstract":"The authors report on a scheme for evaluating students involved in team-oriented capstone engineering design projects. This scheme, implemented in Bradley's Industrial Engineering Department, addresses the problems associated with forming teams, potential interpersonal conflicts within the team, and the difficulty in assigning grades to individuals when the project is a team project. Under the scheme the categories, point values, and weights will vary for different programs. This method of evaluation give the faculty a more objective (and more defensible) approach to team project grading. The faculty involved in each program will have to decide on modifications to this scheme depending on their own requirements.<<ETX>>","PeriodicalId":319513,"journal":{"name":"Proceedings 1989 Frontiers in Education Conference","volume":"54 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":"116451685","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 expert system and a database to assist an instructor in a laboratory session are described. They were developed using Turbo Prolog version 2.0 on an IBM-AT compatible. The expert system and database can provide a vehicle for each student to query a computer for troubleshooting advice and for information on how the circuit is to function. The top-level shell of this 'laboratory assistant' allows the user to select the experiment to be queried and then a graphical representation of the circuit is shown on one side of the screen, while the user asks questions of the database or of the expert system in an adjacent window. The process is sequential, with the program asking questions of and prompting the user.<>
{"title":"An expert system for the laboratory","authors":"H. Broberg","doi":"10.1109/FIE.1989.69423","DOIUrl":"https://doi.org/10.1109/FIE.1989.69423","url":null,"abstract":"An expert system and a database to assist an instructor in a laboratory session are described. They were developed using Turbo Prolog version 2.0 on an IBM-AT compatible. The expert system and database can provide a vehicle for each student to query a computer for troubleshooting advice and for information on how the circuit is to function. The top-level shell of this 'laboratory assistant' allows the user to select the experiment to be queried and then a graphical representation of the circuit is shown on one side of the screen, while the user asks questions of the database or of the expert system in an adjacent window. The process is sequential, with the program asking questions of and prompting the user.<<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":"126679517","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 proposes a separation between professional training centers and liberal arts institutes at small colleges. The professional institute could contract with the liberal arts unit to supply courses in philosophy, history, writing skills, and whatever other nontechnical subjects the institute deemed to be a part of a complete professional education. The novelty would be that the institute would decide just how much of the nontechnical knowledge and skills it wished to include in the training of a student whose goal was a productive job in industry. This proposal is directed toward bringing about close-knit cooperation between industry and the colleges.<>
{"title":"A radical proposal to improve instruction in the small college professional programs","authors":"J. Macdonald","doi":"10.1109/FIE.1989.69383","DOIUrl":"https://doi.org/10.1109/FIE.1989.69383","url":null,"abstract":"The author proposes a separation between professional training centers and liberal arts institutes at small colleges. The professional institute could contract with the liberal arts unit to supply courses in philosophy, history, writing skills, and whatever other nontechnical subjects the institute deemed to be a part of a complete professional education. The novelty would be that the institute would decide just how much of the nontechnical knowledge and skills it wished to include in the training of a student whose goal was a productive job in industry. This proposal is directed toward bringing about close-knit cooperation between industry and the colleges.<<ETX>>","PeriodicalId":319513,"journal":{"name":"Proceedings 1989 Frontiers in Education Conference","volume":"108 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":"131600118","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 generally addresses the concern that there are currently major problems in electrical engineering education. First he discusses the technological explosion of the past 30 years together with its impact on curriculum and teaching methods. He then addresses student attitudes and abilities, and how they are related to societal changes. Various proposed solutions to these problems are then discussed. Finally, the whole situation is placed in a historical perspective.<>
{"title":"Technological evolution, social revolution, or old fogeyism (electrical engineering education)","authors":"J. Pokoski","doi":"10.1109/FIE.1989.69411","DOIUrl":"https://doi.org/10.1109/FIE.1989.69411","url":null,"abstract":"The author generally addresses the concern that there are currently major problems in electrical engineering education. First he discusses the technological explosion of the past 30 years together with its impact on curriculum and teaching methods. He then addresses student attitudes and abilities, and how they are related to societal changes. Various proposed solutions to these problems are then discussed. Finally, the whole situation is placed in a historical perspective.<<ETX>>","PeriodicalId":319513,"journal":{"name":"Proceedings 1989 Frontiers in Education Conference","volume":"321 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":"123300295","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 concept of using sophisticated computer models to describe dynamic system behavior is presented as a means of enhancing student experiences in traditional hardware laboratories. These higher-level computer models include the effects of noise and certain nonlinear operations which are usually avoided in an elementary laboratory. Including these modules not only allows the student to become familiar with more realistic effects in the small-scale environment but also permits a study of phenomena that are likely to occur only in large-scale systems. The advantage is that novel experiences can be brought into the undergraduate curriculum through laboratory courses that include both hardware and computer models describing situations heretofore not possible in the undergraduate laboratory. A specific example from a senior-level digital design course is given. The initial focus is on microprocessor controller design for a positional servomechanism; the concepts are then extended to a large-scale elevator design.<>
{"title":"Higher-level computer modeling to enhance laboratory hardware experiences","authors":"J. Rowland","doi":"10.1109/FIE.1989.69376","DOIUrl":"https://doi.org/10.1109/FIE.1989.69376","url":null,"abstract":"The concept of using sophisticated computer models to describe dynamic system behavior is presented as a means of enhancing student experiences in traditional hardware laboratories. These higher-level computer models include the effects of noise and certain nonlinear operations which are usually avoided in an elementary laboratory. Including these modules not only allows the student to become familiar with more realistic effects in the small-scale environment but also permits a study of phenomena that are likely to occur only in large-scale systems. The advantage is that novel experiences can be brought into the undergraduate curriculum through laboratory courses that include both hardware and computer models describing situations heretofore not possible in the undergraduate laboratory. A specific example from a senior-level digital design course is given. The initial focus is on microprocessor controller design for a positional servomechanism; the concepts are then extended to a large-scale elevator design.<<ETX>>","PeriodicalId":319513,"journal":{"name":"Proceedings 1989 Frontiers in Education Conference","volume":"32 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":"126852873","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 description is given of a workshop intended to help engineering faculty explore methods of structuring both projects and specific task assignments for engineering design courses. Emphasis is on the needs of students in the second and third years. The workshop will include a mix of short presentations, group exercises, and discussions. The presenters plan to address the workshop primarily to the needs of engineering faculty who began their teaching careers with assignments to analytical courses, but who now, because of the retirement of older colleagues, must step into design classes. The workshop will focus on three major topics: defining and incorporating objectives for design courses on behavioral terms; ways in which individual students differ in personality and learning style, and why this should be reflected in a variety of design activities and challenges; and selected techniques from design theory and quality control that design instructors may find useful as classroom techniques.<>
{"title":"Structuring the design experience","authors":"W. Venable, R. Dean","doi":"10.1109/FIE.1989.69422","DOIUrl":"https://doi.org/10.1109/FIE.1989.69422","url":null,"abstract":"A description is given of a workshop intended to help engineering faculty explore methods of structuring both projects and specific task assignments for engineering design courses. Emphasis is on the needs of students in the second and third years. The workshop will include a mix of short presentations, group exercises, and discussions. The presenters plan to address the workshop primarily to the needs of engineering faculty who began their teaching careers with assignments to analytical courses, but who now, because of the retirement of older colleagues, must step into design classes. The workshop will focus on three major topics: defining and incorporating objectives for design courses on behavioral terms; ways in which individual students differ in personality and learning style, and why this should be reflected in a variety of design activities and challenges; and selected techniques from design theory and quality control that design instructors may find useful as classroom techniques.<<ETX>>","PeriodicalId":319513,"journal":{"name":"Proceedings 1989 Frontiers in Education Conference","volume":"91 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":"133826413","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 outlines methods educators can use to develop visual perceptual skills through emerging computer graphics technology. It is argued that, if visual educators can identify methods for developing visual perception and implement these methods into curricula, then students may be able to master a wider array of visual tasks more rapidly with increased visual understanding. The development of visual perception should first be adopted as a major curricular goal of engineering graphics. It is suggested that curricula can be reformatted to provide increased visual perceptual experience. One possibility would be to structure curricula so that they provide a series of instructional steps that lead a student more slowly, i.e. lead from perceiving and drawing real 3-D objects (cut blocks or machine parts), to perceiving and drawing isometrics, to perceiving and drawing isometrics, to perceiving and drawing multiviews. These steps move in a smooth progression from the real to the abstract and provide the inexperienced student with a greater number of intermediate steps to provide perceptual experience he or she may not have received in the past.<>
{"title":"Educating for visual perceptual development through computer graphics technology","authors":"S. E. Wlley","doi":"10.1109/FIE.1989.69371","DOIUrl":"https://doi.org/10.1109/FIE.1989.69371","url":null,"abstract":"The author outlines methods educators can use to develop visual perceptual skills through emerging computer graphics technology. It is argued that, if visual educators can identify methods for developing visual perception and implement these methods into curricula, then students may be able to master a wider array of visual tasks more rapidly with increased visual understanding. The development of visual perception should first be adopted as a major curricular goal of engineering graphics. It is suggested that curricula can be reformatted to provide increased visual perceptual experience. One possibility would be to structure curricula so that they provide a series of instructional steps that lead a student more slowly, i.e. lead from perceiving and drawing real 3-D objects (cut blocks or machine parts), to perceiving and drawing isometrics, to perceiving and drawing isometrics, to perceiving and drawing multiviews. These steps move in a smooth progression from the real to the abstract and provide the inexperienced student with a greater number of intermediate steps to provide perceptual experience he or she may not have received in the past.<<ETX>>","PeriodicalId":319513,"journal":{"name":"Proceedings 1989 Frontiers in Education Conference","volume":"2 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":"131512188","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}
Charles Sykes, in his book ProfScam (1988), provides a list of indictments against university faculty. These indictments include the charges that faculty members have abandoned their teaching responsibilities and their students; left the nation's students in the care of an ill-trained, ill-paid, and bitter academic underclass in pursuit of their own interests; and created a culture in which bad teaching goes unnoticed and unsanctioned and good teaching is penalized. The author examines charges in the context of the QEEP (Quality of Engineering Education Project) report (1986) and makes recommendations for improving undergraduate teaching at the university level.<>
{"title":"University undergraduate instruction at crossroads","authors":"R. Gaonkar","doi":"10.1109/FIE.1989.69416","DOIUrl":"https://doi.org/10.1109/FIE.1989.69416","url":null,"abstract":"Charles Sykes, in his book ProfScam (1988), provides a list of indictments against university faculty. These indictments include the charges that faculty members have abandoned their teaching responsibilities and their students; left the nation's students in the care of an ill-trained, ill-paid, and bitter academic underclass in pursuit of their own interests; and created a culture in which bad teaching goes unnoticed and unsanctioned and good teaching is penalized. The author examines charges in the context of the QEEP (Quality of Engineering Education Project) report (1986) and makes recommendations for improving undergraduate teaching at the university level.<<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":"133778387","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 writing-across-the-curriculum (WAC) model is described. The goal of WAC programs is to involve all disciplines in helping students develop language skills (reading, writing, listening, speaking). By integrating language skills through all departments during all four years, teachers can increase students' learning ability, improve their communication skills, and enhance their cognitive and emotional growth. It is suggested that WAC offers (1) a well-researched understanding of the theoretical links among developing language skills, learning subject matter, and developing the cognitive maturity demanded of practicing engineers, and (2) approaches to redesigning curricula that encourage change by demonstrating ways to sequence and design assignments and courses that require little extra teaching effort while maximizing student learning. The theory and practical application of WAC are discussed.<>
{"title":"Redesigning the engineering curriculum to meet the challenge of teaching communication and thinking skills","authors":"M. Nord","doi":"10.1109/FIE.1989.69421","DOIUrl":"https://doi.org/10.1109/FIE.1989.69421","url":null,"abstract":"The writing-across-the-curriculum (WAC) model is described. The goal of WAC programs is to involve all disciplines in helping students develop language skills (reading, writing, listening, speaking). By integrating language skills through all departments during all four years, teachers can increase students' learning ability, improve their communication skills, and enhance their cognitive and emotional growth. It is suggested that WAC offers (1) a well-researched understanding of the theoretical links among developing language skills, learning subject matter, and developing the cognitive maturity demanded of practicing engineers, and (2) approaches to redesigning curricula that encourage change by demonstrating ways to sequence and design assignments and courses that require little extra teaching effort while maximizing student learning. The theory and practical application of WAC are discussed.<<ETX>>","PeriodicalId":319513,"journal":{"name":"Proceedings 1989 Frontiers in Education Conference","volume":"2 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":"125767500","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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