Pub Date : 2004-10-20DOI: 10.1109/FIE.2004.1408587
N. Boersma, A. Hamlin, S. Sorby
The purpose of this study was to assess whether a remedial spatial visualization course impacted student retention and success in lower level engineering courses. Engineering freshmen who score below 60% on the Purdue Spatial Visualization Test: Visualization of Rotations (PSVT:R) are encouraged to take an optional 1-credit remedial spatial visualization course in their first semester. Course grades and retention rates of students who failed the PSVT:R and either chose to take the optional course (n=169) or chose not to take the course (n=173) were compared. It was found the remedial course had a positive impact on retention, both at the university and in engineering. Students who took the optional course also earned higher grades in two introductory engineering courses and in a combined statics and mechanics of materials course.
{"title":"Work in progress-impact of a remedial 3-D visualization course on student performance and retention","authors":"N. Boersma, A. Hamlin, S. Sorby","doi":"10.1109/FIE.2004.1408587","DOIUrl":"https://doi.org/10.1109/FIE.2004.1408587","url":null,"abstract":"The purpose of this study was to assess whether a remedial spatial visualization course impacted student retention and success in lower level engineering courses. Engineering freshmen who score below 60% on the Purdue Spatial Visualization Test: Visualization of Rotations (PSVT:R) are encouraged to take an optional 1-credit remedial spatial visualization course in their first semester. Course grades and retention rates of students who failed the PSVT:R and either chose to take the optional course (n=169) or chose not to take the course (n=173) were compared. It was found the remedial course had a positive impact on retention, both at the university and in engineering. Students who took the optional course also earned higher grades in two introductory engineering courses and in a combined statics and mechanics of materials course.","PeriodicalId":339926,"journal":{"name":"34th Annual Frontiers in Education, 2004. FIE 2004.","volume":"96 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2004-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133609875","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}
Pub Date : 2004-10-20DOI: 10.1109/FIE.2004.1408496
R. Sooriamurthi, A. Sengupta, S. Menzel, K. A. Moor, S. Stamm, K. Borner
Starting with the 2003 academic year, the advanced placement (AP) exams in computer science conducted by the College Board moved from a C++ to a Java based curriculum. In order to assist high school computer science teachers with the transition from C++ to Java, the ACM together with the College Board conceived of Java engagement for teacher training (JETT) workshops. In the fall of 2003, Indiana University organized such a workshop. The outreach workshop was held over two days and was attended by 35 high school computer science teachers from Indiana and several nearby states. The workshop was conducted as an interdisciplinary effort with faculty and support from computer science, information systems, informatics, and the school of library and information science. Sessions spanned the gamut of foundational concepts of object-oriented programming in Java to network games. A theme of the workshop was to address the problem of the ever-shrinking pipeline of women in the IT field. With this in mind, we also conducted a separate session titled "Where have all the women gone?" Judging by participant feedback, the workshop was a resounding success. This paper describes our experience in organizing the JETT workshop, the lessons learned, and outlines our plans for the future to build upon this K-16 relationship-building exercise.
{"title":"Java engagement for teacher training: an experience report","authors":"R. Sooriamurthi, A. Sengupta, S. Menzel, K. A. Moor, S. Stamm, K. Borner","doi":"10.1109/FIE.2004.1408496","DOIUrl":"https://doi.org/10.1109/FIE.2004.1408496","url":null,"abstract":"Starting with the 2003 academic year, the advanced placement (AP) exams in computer science conducted by the College Board moved from a C++ to a Java based curriculum. In order to assist high school computer science teachers with the transition from C++ to Java, the ACM together with the College Board conceived of Java engagement for teacher training (JETT) workshops. In the fall of 2003, Indiana University organized such a workshop. The outreach workshop was held over two days and was attended by 35 high school computer science teachers from Indiana and several nearby states. The workshop was conducted as an interdisciplinary effort with faculty and support from computer science, information systems, informatics, and the school of library and information science. Sessions spanned the gamut of foundational concepts of object-oriented programming in Java to network games. A theme of the workshop was to address the problem of the ever-shrinking pipeline of women in the IT field. With this in mind, we also conducted a separate session titled \"Where have all the women gone?\" Judging by participant feedback, the workshop was a resounding success. This paper describes our experience in organizing the JETT workshop, the lessons learned, and outlines our plans for the future to build upon this K-16 relationship-building exercise.","PeriodicalId":339926,"journal":{"name":"34th Annual Frontiers in Education, 2004. FIE 2004.","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2004-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127389371","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}
Pub Date : 2004-10-20DOI: 10.1109/FIE.2004.1408739
T. Bailey, Jeffrey Forbes
One of the challenges in developing introductory computer science courses for non-majors is attracting and engaging a diverse population of students. Incorporating the social, legal, and ethical issues in computer science into the course material is one effective way to introduce students to the concept of computing as a science and to demonstrate the relevance of the discipline to their everyday lives. In this paper, we propose a series of classroom and Web-based activities in which the students take an active role in researching and learning the societal impact of the current technical subject studied in class.
{"title":"Computers and society in CS0: an interactive approach","authors":"T. Bailey, Jeffrey Forbes","doi":"10.1109/FIE.2004.1408739","DOIUrl":"https://doi.org/10.1109/FIE.2004.1408739","url":null,"abstract":"One of the challenges in developing introductory computer science courses for non-majors is attracting and engaging a diverse population of students. Incorporating the social, legal, and ethical issues in computer science into the course material is one effective way to introduce students to the concept of computing as a science and to demonstrate the relevance of the discipline to their everyday lives. In this paper, we propose a series of classroom and Web-based activities in which the students take an active role in researching and learning the societal impact of the current technical subject studied in class.","PeriodicalId":339926,"journal":{"name":"34th Annual Frontiers in Education, 2004. FIE 2004.","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2004-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114751922","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}
Pub Date : 2004-10-20DOI: 10.1109/FIE.2004.1408477
A. Masoom, F. Masoom
Identifying and adopting suitable assessment methods are the beginning steps in planning for an accreditation process of a program. For a non-degree-granting department such as the General Engineering Department at the University of Wisconsin-Platteville, where do we begin? It is not a degree-granting department; rather it feeds students into the pipeline of the majors after they have completed the basic and core engineering science courses. Assessment requires and reflects a long-term commitment to the program and its constituencies, viz., the students, alumni and industry partners. Like most engineering programs, we have a long history of self-assessment and improvement. However, we had a little documentation of processes already in place. This paper is a discussion of possible assessment measures for departments such as ours and also raises questions about what more could be done.
{"title":"Work in progress - general engineering program assessment - where do we stand?","authors":"A. Masoom, F. Masoom","doi":"10.1109/FIE.2004.1408477","DOIUrl":"https://doi.org/10.1109/FIE.2004.1408477","url":null,"abstract":"Identifying and adopting suitable assessment methods are the beginning steps in planning for an accreditation process of a program. For a non-degree-granting department such as the General Engineering Department at the University of Wisconsin-Platteville, where do we begin? It is not a degree-granting department; rather it feeds students into the pipeline of the majors after they have completed the basic and core engineering science courses. Assessment requires and reflects a long-term commitment to the program and its constituencies, viz., the students, alumni and industry partners. Like most engineering programs, we have a long history of self-assessment and improvement. However, we had a little documentation of processes already in place. This paper is a discussion of possible assessment measures for departments such as ours and also raises questions about what more could be done.","PeriodicalId":339926,"journal":{"name":"34th Annual Frontiers in Education, 2004. FIE 2004.","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2004-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123393574","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}
Pub Date : 2004-10-20DOI: 10.1109/FIE.2004.1408595
C. Ho, K. Slaten, L. Williams, S. Berenson
There has been low representation of women in computer science. This paper describes the initial findings of a three-year research project about women in the field of information technology. The goal of this research is to examine the effect of pair programming and agile software development on students. During the first semester of this project, pair programming was used in a junior/senior software engineering class at North Carolina State University. In this paper, we share the grounded theory analysis of three interviews and thirteen project retrospective essays of the female students. Theoretical models were developed to describe: (a) the factors of students' enjoyment in a software design course that employs agile software methods, (b) context that influenced students' study habits, and (c) the effectiveness of pair programming and agile methods. Initial findings indicate that pair programming is an effective practice for the female students, but it also brings new challenges for the instructors.
{"title":"Work in progress-unexpected student outcome from collaborative agile software development practices and paired programming in a software engineering course","authors":"C. Ho, K. Slaten, L. Williams, S. Berenson","doi":"10.1109/FIE.2004.1408595","DOIUrl":"https://doi.org/10.1109/FIE.2004.1408595","url":null,"abstract":"There has been low representation of women in computer science. This paper describes the initial findings of a three-year research project about women in the field of information technology. The goal of this research is to examine the effect of pair programming and agile software development on students. During the first semester of this project, pair programming was used in a junior/senior software engineering class at North Carolina State University. In this paper, we share the grounded theory analysis of three interviews and thirteen project retrospective essays of the female students. Theoretical models were developed to describe: (a) the factors of students' enjoyment in a software design course that employs agile software methods, (b) context that influenced students' study habits, and (c) the effectiveness of pair programming and agile methods. Initial findings indicate that pair programming is an effective practice for the female students, but it also brings new challenges for the instructors.","PeriodicalId":339926,"journal":{"name":"34th Annual Frontiers in Education, 2004. FIE 2004.","volume":"76 24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2004-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123620456","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}
Pub Date : 2004-10-20DOI: 10.1109/FIE.2004.1408711
M.S. Brikman, E. J. Wilkens
The paper describes the usage of mobile laptop computers in closed labs for the Computer Science majors. The Computer Science Department at Salem State College, Salem, MA modified the Computer Science major curriculum in 2001 to add closed labs to all appropriate Computer Science major and minor courses (more then sixty percent of the total number of courses taught). One of the consequences of this decision was the need to conduct several simultaneous closed and open labs in parallel. The existing laboratory infrastructure was insufficient to support this additional load and we decided to introduce a laptop based mobile lab to satisfy the increased computer hardware and lab space requirements. We describe the steps taken to implement the lab and present the analysis of the results and the problems encountered during the two-year usage of this new teaching environment.
{"title":"Work in progress - mobile computers in a closed lab environment for CS majors","authors":"M.S. Brikman, E. J. Wilkens","doi":"10.1109/FIE.2004.1408711","DOIUrl":"https://doi.org/10.1109/FIE.2004.1408711","url":null,"abstract":"The paper describes the usage of mobile laptop computers in closed labs for the Computer Science majors. The Computer Science Department at Salem State College, Salem, MA modified the Computer Science major curriculum in 2001 to add closed labs to all appropriate Computer Science major and minor courses (more then sixty percent of the total number of courses taught). One of the consequences of this decision was the need to conduct several simultaneous closed and open labs in parallel. The existing laboratory infrastructure was insufficient to support this additional load and we decided to introduce a laptop based mobile lab to satisfy the increased computer hardware and lab space requirements. We describe the steps taken to implement the lab and present the analysis of the results and the problems encountered during the two-year usage of this new teaching environment.","PeriodicalId":339926,"journal":{"name":"34th Annual Frontiers in Education, 2004. FIE 2004.","volume":"351 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2004-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124447704","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}
Pub Date : 2004-10-20DOI: 10.1109/FIE.2004.1408666
M.T. Davis
Technical communication for engineering students should focus on the real demands of professional communication in the workplace. Since 1893, engineering educators have called for education in "engineering English," and today technical communication faculty are partners in delivering appropriate courses. This paper describes one successful junior-level course at Mercer University.
{"title":"Communicating beyond the campus: preparing engineers for the profession","authors":"M.T. Davis","doi":"10.1109/FIE.2004.1408666","DOIUrl":"https://doi.org/10.1109/FIE.2004.1408666","url":null,"abstract":"Technical communication for engineering students should focus on the real demands of professional communication in the workplace. Since 1893, engineering educators have called for education in \"engineering English,\" and today technical communication faculty are partners in delivering appropriate courses. This paper describes one successful junior-level course at Mercer University.","PeriodicalId":339926,"journal":{"name":"34th Annual Frontiers in Education, 2004. FIE 2004.","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2004-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125788239","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}
Pub Date : 2004-10-20DOI: 10.1109/FIE.2004.1408508
S. Condoor
In most engineering courses, students learn concepts, methods and tools. The education community seldom focused its attention on teaching the historical aspects of engineering and technology. As a result, students know very little about famous engineers, case histories, evolution of engineering science and technology, and influence of engineering activity on the society. The reading of engineering case histories emphasize the role of human error/failure in engineering design, the practice of engineering as an art form, and the difference between engineering and scientific activities. Due to the synergy between the product evolution and the product design, case histories can improve student learning in the capstone design courses. The paper presents a unique teaching approach, which backs away from the engineering achievements to the products and people behind the achievements, and then to the thought processes involved in the product design. This teaching approach exposes students to a few key engineering concepts and ties them with case histories. The paper illustrates the teaching paradigm using the case history of typewriters.
{"title":"Importance of teaching the history of technology","authors":"S. Condoor","doi":"10.1109/FIE.2004.1408508","DOIUrl":"https://doi.org/10.1109/FIE.2004.1408508","url":null,"abstract":"In most engineering courses, students learn concepts, methods and tools. The education community seldom focused its attention on teaching the historical aspects of engineering and technology. As a result, students know very little about famous engineers, case histories, evolution of engineering science and technology, and influence of engineering activity on the society. The reading of engineering case histories emphasize the role of human error/failure in engineering design, the practice of engineering as an art form, and the difference between engineering and scientific activities. Due to the synergy between the product evolution and the product design, case histories can improve student learning in the capstone design courses. The paper presents a unique teaching approach, which backs away from the engineering achievements to the products and people behind the achievements, and then to the thought processes involved in the product design. This teaching approach exposes students to a few key engineering concepts and ties them with case histories. The paper illustrates the teaching paradigm using the case history of typewriters.","PeriodicalId":339926,"journal":{"name":"34th Annual Frontiers in Education, 2004. FIE 2004.","volume":"141 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2004-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125832568","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}
Pub Date : 2004-10-20DOI: 10.1109/FIE.2004.1408528
E. Tovar
The creation process of the European higher education is not possible without a common qualification framework to accommodate the huge diversity of European educational awards. This framework should establish a consensus about credits, levels, selected generic types of qualifications, and should allow a full recognition, and a real transparency between the education systems. The European credit transfer system, ECTS, has been designed to facilitate the transfer of educational credits between institutions in European countries and in particular to enhance the quality of student mobility. The key features of the ECTS contrast occasionally with the traditional way of measuring the size and effort involved in the courses of a determined country. This is the case of Spain where credits were based on the number of hours spent in class on a course, whereas the ECTS is centered on the student workload required to achieve the objectives of a program. Here, the objectives are preferably specified in terms of learning outcomes. The process of converting from the unit system to the ECTS is not trivial because it has repercussions on the work of the student in relation to such issues as the number of hours in class, the preparation that students need before and after the class, the work done independently by the student or the professor's method of teaching. This paper presents the results and lessons learned as a consequence of the work carried out by a network of all the universities of Madrid which offer a degree in computer engineering, in the context of an experimental pilot project initiated by Madrid's public administration.
{"title":"Analyzing the problems of the implementation of the European credit transfer system in a technical university","authors":"E. Tovar","doi":"10.1109/FIE.2004.1408528","DOIUrl":"https://doi.org/10.1109/FIE.2004.1408528","url":null,"abstract":"The creation process of the European higher education is not possible without a common qualification framework to accommodate the huge diversity of European educational awards. This framework should establish a consensus about credits, levels, selected generic types of qualifications, and should allow a full recognition, and a real transparency between the education systems. The European credit transfer system, ECTS, has been designed to facilitate the transfer of educational credits between institutions in European countries and in particular to enhance the quality of student mobility. The key features of the ECTS contrast occasionally with the traditional way of measuring the size and effort involved in the courses of a determined country. This is the case of Spain where credits were based on the number of hours spent in class on a course, whereas the ECTS is centered on the student workload required to achieve the objectives of a program. Here, the objectives are preferably specified in terms of learning outcomes. The process of converting from the unit system to the ECTS is not trivial because it has repercussions on the work of the student in relation to such issues as the number of hours in class, the preparation that students need before and after the class, the work done independently by the student or the professor's method of teaching. This paper presents the results and lessons learned as a consequence of the work carried out by a network of all the universities of Madrid which offer a degree in computer engineering, in the context of an experimental pilot project initiated by Madrid's public administration.","PeriodicalId":339926,"journal":{"name":"34th Annual Frontiers in Education, 2004. FIE 2004.","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2004-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128351786","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}
Pub Date : 2004-10-20DOI: 10.1109/FIE.2004.1408789
P. Reynolds, C. Milner, T. Highley
We describe an approach to teaching mid-sized computer science classes in a highly personalized manner. We began with an enumeration of fundamentals that reflect commonly recognized benefits of tutoring: student accountability, customized instruction, clear expectations, emphasis on discussion, and regular evaluation and feedback. For classes of 75 or more some of these appeared unattainable without an army of teaching assistants. But we succeeded, experimenting first in a senior level class of 23 with a design that has remained surprisingly stable as we have transitioned it into discrete math classes of 75 to 80. Our approach includes a novel mix of old and new teaching tactics and techniques combined to create a discussion oriented, high feedback, personalized, group learning environment. We evaluate the costs and benefits associated with our approach, including the surprising result that individual, video-taped exit interviews add little to the instructor's and TA's burden, when all costs and benefits are evaluated.
{"title":"Scalable personalized learning","authors":"P. Reynolds, C. Milner, T. Highley","doi":"10.1109/FIE.2004.1408789","DOIUrl":"https://doi.org/10.1109/FIE.2004.1408789","url":null,"abstract":"We describe an approach to teaching mid-sized computer science classes in a highly personalized manner. We began with an enumeration of fundamentals that reflect commonly recognized benefits of tutoring: student accountability, customized instruction, clear expectations, emphasis on discussion, and regular evaluation and feedback. For classes of 75 or more some of these appeared unattainable without an army of teaching assistants. But we succeeded, experimenting first in a senior level class of 23 with a design that has remained surprisingly stable as we have transitioned it into discrete math classes of 75 to 80. Our approach includes a novel mix of old and new teaching tactics and techniques combined to create a discussion oriented, high feedback, personalized, group learning environment. We evaluate the costs and benefits associated with our approach, including the surprising result that individual, video-taped exit interviews add little to the instructor's and TA's burden, when all costs and benefits are evaluated.","PeriodicalId":339926,"journal":{"name":"34th Annual Frontiers in Education, 2004. FIE 2004.","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2004-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127105057","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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