The authors describe work being carried out at the University of Sydney, Australia with the objective of identifying attitudes and establishing the basic issues as well as predicting the medium-term outlook of the Australian economy and work practices, in order to devise and develop a comprehensive training system that can introduce and teach a technological program for primary and secondary education. This study also accounts for aspects of engineering and technology training and industry's approach to the issue. The major task of the project has been to design and implement effective program and instructions for technological studies, including the selection of suitable equipment to support this training. In addition, several curricula for educating engineering and technology teachers able to introduce a technological content have been developed. The proposed course program aims to provide a broad range of concepts, principles, and ideas which allow the development of knowledge and professional skills in the context of rapidly advancing technology.<>
{"title":"Technological education for schools in Australia","authors":"Z. Pudlowski, H. Messerle","doi":"10.1109/FIE.1989.69366","DOIUrl":"https://doi.org/10.1109/FIE.1989.69366","url":null,"abstract":"The authors describe work being carried out at the University of Sydney, Australia with the objective of identifying attitudes and establishing the basic issues as well as predicting the medium-term outlook of the Australian economy and work practices, in order to devise and develop a comprehensive training system that can introduce and teach a technological program for primary and secondary education. This study also accounts for aspects of engineering and technology training and industry's approach to the issue. The major task of the project has been to design and implement effective program and instructions for technological studies, including the selection of suitable equipment to support this training. In addition, several curricula for educating engineering and technology teachers able to introduce a technological content have been developed. The proposed course program aims to provide a broad range of concepts, principles, and ideas which allow the development of knowledge and professional skills in the context of rapidly advancing technology.<<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":"129319227","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 students are often subjected to the standard classroom lecture approach in their engineering courses. In an effort to bring some reality into the classroom, an innovative combination of comprehensive case studies and display panel technology can be used to enhance learning in the classroom. The author reports on the results of such an experimental program currently in progress in the College of Engineering and Technology at Bradley University. It is concluded that the combination of case studies and computer display panel technology promotes sharing of alternate solutions to comprehensive problems in a more meaningful way than the standard lecture plus homework-problem approach.<>
{"title":"Classroom innovation using case studies and computer display panel technology to stimulate discussion of engineering principles","authors":"K. Worthington","doi":"10.1109/FIE.1989.69399","DOIUrl":"https://doi.org/10.1109/FIE.1989.69399","url":null,"abstract":"It is noted that engineering students are often subjected to the standard classroom lecture approach in their engineering courses. In an effort to bring some reality into the classroom, an innovative combination of comprehensive case studies and display panel technology can be used to enhance learning in the classroom. The author reports on the results of such an experimental program currently in progress in the College of Engineering and Technology at Bradley University. It is concluded that the combination of case studies and computer display panel technology promotes sharing of alternate solutions to comprehensive problems in a more meaningful way than the standard lecture plus homework-problem approach.<<ETX>>","PeriodicalId":319513,"journal":{"name":"Proceedings 1989 Frontiers in Education Conference","volume":"12 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":"124627484","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 analyzes the four course structures common in the UK and Australia, and argues that courses which extend the normal academic course time by up to one year and have strongly integrated industrial periods are likely to be most cost-effective in improving the professional orientation of engineering graduates. The development of such industry-linked programs in the United Kingdom and at the University of New South Wales is discussed. Some aspects of professional orientation can also be included successfully in the early stages of engineering courses. The author discusses the implementation and initial evaluation of such an introductory subject in the electrical engineering course at the University of New South Wales. The subject design recognizes that most undergraduates enter courses directly from high school with good motivation towards their studies, but relatively little understanding of the nature and purpose of engineering. The subject's lectures introduce key areas of electrical and electronic engineering by relating their physical principles to everyday artifacts, such as the electricity power supply, telecommunications, and electronic audio systems. The roles and responsibilities of engineers in the economy are also discussed. The students develop their communication skills-information gathering, report writing and oral presentation-through small group tutorials.<>
{"title":"Structural and didactic methodologies for promoting professional orientation within engineering courses","authors":"R. King","doi":"10.1109/FIE.1989.69382","DOIUrl":"https://doi.org/10.1109/FIE.1989.69382","url":null,"abstract":"The author analyzes the four course structures common in the UK and Australia, and argues that courses which extend the normal academic course time by up to one year and have strongly integrated industrial periods are likely to be most cost-effective in improving the professional orientation of engineering graduates. The development of such industry-linked programs in the United Kingdom and at the University of New South Wales is discussed. Some aspects of professional orientation can also be included successfully in the early stages of engineering courses. The author discusses the implementation and initial evaluation of such an introductory subject in the electrical engineering course at the University of New South Wales. The subject design recognizes that most undergraduates enter courses directly from high school with good motivation towards their studies, but relatively little understanding of the nature and purpose of engineering. The subject's lectures introduce key areas of electrical and electronic engineering by relating their physical principles to everyday artifacts, such as the electricity power supply, telecommunications, and electronic audio systems. The roles and responsibilities of engineers in the economy are also discussed. The students develop their communication skills-information gathering, report writing and oral presentation-through small group tutorials.<<ETX>>","PeriodicalId":319513,"journal":{"name":"Proceedings 1989 Frontiers in Education Conference","volume":"73 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":"121428959","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 are discovering in their engineering laboratories that competition and engineering education are not necessarily compatible for optimum learning. In fact, it appears that cooperation among students for some tasks actually fosters higher achievement than the normative competition between students. The authors have determined through analysis of two senior-level engineering laboratories that, after the initial shock of being forced to divulge one's knowledge and skills for the good of the group, the students will discover that the group was actually able to accomplish more than what could be accomplished through individual efforts. It is stressed that the above results were achieved only when the tasks were sufficiently complex. A side benefit was the reduction of stress and the increase of group spirit.<>
{"title":"Cooperation not competition (engineering education)","authors":"J. Hamelink, M. Groper, L. Olson","doi":"10.1109/FIE.1989.69397","DOIUrl":"https://doi.org/10.1109/FIE.1989.69397","url":null,"abstract":"The authors are discovering in their engineering laboratories that competition and engineering education are not necessarily compatible for optimum learning. In fact, it appears that cooperation among students for some tasks actually fosters higher achievement than the normative competition between students. The authors have determined through analysis of two senior-level engineering laboratories that, after the initial shock of being forced to divulge one's knowledge and skills for the good of the group, the students will discover that the group was actually able to accomplish more than what could be accomplished through individual efforts. It is stressed that the above results were achieved only when the tasks were sufficiently complex. A side benefit was the reduction of stress and the increase of group spirit.<<ETX>>","PeriodicalId":319513,"journal":{"name":"Proceedings 1989 Frontiers in Education Conference","volume":"117 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":"114365075","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 design as a generic term covers a wide range of topics, knowledge, and time- and context-dependent activities. These aspects have been collected into a comprehensive descriptive theory of engineering design which relates the elements of designing into various recognizable structures. The theory is briefly surveyed, and shown to provide guidance for a suitable sequence of procedures, from which the most appropriate for the problem can be selected. Attention is then given to the augmentation of this theory by suitable exercises and problems, which should, in the final stages of learning, reach as close to industrial levels as possible. It is noted that much of this phenomenology contains teachable aspects that can help to clarify engineering design for students, novices, experienced designers, team leaders, etc. The author outlines the available range of scientific and experimental generic knowledge about engineering design (the process) and about the future product. Brief examples are discussed that show how this generic knowledge is applicable to real design problems, to the teaching/learning situation for students of engineering, and to curriculum planning and development.<>
{"title":"Teachable fundamentals of engineering design","authors":"W. Eder","doi":"10.1109/FIE.1989.69404","DOIUrl":"https://doi.org/10.1109/FIE.1989.69404","url":null,"abstract":"Engineering design as a generic term covers a wide range of topics, knowledge, and time- and context-dependent activities. These aspects have been collected into a comprehensive descriptive theory of engineering design which relates the elements of designing into various recognizable structures. The theory is briefly surveyed, and shown to provide guidance for a suitable sequence of procedures, from which the most appropriate for the problem can be selected. Attention is then given to the augmentation of this theory by suitable exercises and problems, which should, in the final stages of learning, reach as close to industrial levels as possible. It is noted that much of this phenomenology contains teachable aspects that can help to clarify engineering design for students, novices, experienced designers, team leaders, etc. The author outlines the available range of scientific and experimental generic knowledge about engineering design (the process) and about the future product. Brief examples are discussed that show how this generic knowledge is applicable to real design problems, to the teaching/learning situation for students of engineering, and to curriculum planning and development.<<ETX>>","PeriodicalId":319513,"journal":{"name":"Proceedings 1989 Frontiers in Education Conference","volume":"81 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":"116212164","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}
Methods are presented for supplementing a typical senior-level digital signal processing course with a laboratory session to enhance the intuitive understanding of digital signal processing concepts. Specifically, the current laboratory structure used at Southern Illinois University-Edwardsville is described. The methods of instruction are described in detail.<>
{"title":"Applied digital signal processing concepts in a laboratory environment","authors":"O. Alkin, L. Foster, M. Akbeg, T. Barton","doi":"10.1109/FIE.1989.69433","DOIUrl":"https://doi.org/10.1109/FIE.1989.69433","url":null,"abstract":"Methods are presented for supplementing a typical senior-level digital signal processing course with a laboratory session to enhance the intuitive understanding of digital signal processing concepts. Specifically, the current laboratory structure used at Southern Illinois University-Edwardsville is described. The methods of instruction are described in detail.<<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":"129824444","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}
Improving the science and engineering education at the university and high-school level through the establishment of Science and Engineering Centers (SECs) in each state is explored. An SEC in each state would be responsible for coordinating efforts of the universities, industry, and the government. Emphasis is placed on bringing an innovative 'hands-on' approach to education at all levels through the SECs. The expected results of establishing this network for knowledge and information would be: (1) a national focus on improving US technological competitiveness, (2) great improvements in the educational system and, in particular, science and engineering education, (3) more cooperative efforts between the universities, industry and the government, and (4) transmission, preservation, and exchange of knowledge and experience.<>
{"title":"On the implementation of a nationwide expertise educational network","authors":"L. Foster, R. Bollini, O. Alkin","doi":"10.1109/FIE.1989.69431","DOIUrl":"https://doi.org/10.1109/FIE.1989.69431","url":null,"abstract":"Improving the science and engineering education at the university and high-school level through the establishment of Science and Engineering Centers (SECs) in each state is explored. An SEC in each state would be responsible for coordinating efforts of the universities, industry, and the government. Emphasis is placed on bringing an innovative 'hands-on' approach to education at all levels through the SECs. The expected results of establishing this network for knowledge and information would be: (1) a national focus on improving US technological competitiveness, (2) great improvements in the educational system and, in particular, science and engineering education, (3) more cooperative efforts between the universities, industry and the government, and (4) transmission, preservation, and exchange of knowledge and experience.<<ETX>>","PeriodicalId":319513,"journal":{"name":"Proceedings 1989 Frontiers in Education Conference","volume":"37 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":"114271522","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 his elective design course on piezoelectricity and pyroelectricity at the Rochester Institute of Technology. He emphasizes that the course was designed to develop each student's creative potential as fully as possible.<>
{"title":"A creative design class on piezo- and pyroelectricity","authors":"L. Breger","doi":"10.1109/FIE.1989.69395","DOIUrl":"https://doi.org/10.1109/FIE.1989.69395","url":null,"abstract":"The author describes his elective design course on piezoelectricity and pyroelectricity at the Rochester Institute of Technology. He emphasizes that the course was designed to develop each student's creative potential as fully as possible.<<ETX>>","PeriodicalId":319513,"journal":{"name":"Proceedings 1989 Frontiers in Education Conference","volume":"8 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":"125075838","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}
CAD (computer-aided design) is presented as a tool to visually realize thoughts and designs and to perform engineering on them before they are actually built. By realizing CAD as a building, rather than a drawing, tool the authors present a theory of CAD training in the form of a novel 'instruct to construct' approach. It is based on the premise that the trainer should instruct the users to construct clear and accurate mental models of the CAD system. A generic CAD education or CAD semantics in engineering has been implemented along these lines.<>
{"title":"CAD training in engineering education","authors":"N. R. Kodali, I. Bhattacharya","doi":"10.1109/FIE.1989.69434","DOIUrl":"https://doi.org/10.1109/FIE.1989.69434","url":null,"abstract":"CAD (computer-aided design) is presented as a tool to visually realize thoughts and designs and to perform engineering on them before they are actually built. By realizing CAD as a building, rather than a drawing, tool the authors present a theory of CAD training in the form of a novel 'instruct to construct' approach. It is based on the premise that the trainer should instruct the users to construct clear and accurate mental models of the CAD system. A generic CAD education or CAD semantics in engineering has been implemented along these lines.<<ETX>>","PeriodicalId":319513,"journal":{"name":"Proceedings 1989 Frontiers in Education Conference","volume":"27 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":"116187813","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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