Pub Date : 2004-10-23DOI: 10.1109/FIE.2004.1408504
G. Halpin, R. Raju, C. Sankar, L. Belliston
Innovative approaches to engineering education are required in order to improve student learning and to graduate students capable of meeting the challenges of the future. One such approach has been implemented at Auburn University, and the students have been tracked longitudinally to study the impact of this innovative instruction wherein theory and practice were brought together. Multimedia case studies were developed and used as a primary instructional mode in experimental classes over a 2-year period. Students in the experimental classes were matched with a comparison group randomly selected from the engineering student population but stratified by high school grades, ACT/SAT, and engineering major. The longitudinal evaluation revealed significant differences in college grade point averages among the groups with the experimental mechanical engineering majors tending to have the best grades. Even more supportive of the experimental program was that a significantly greater proportion of the participants were admitted to study in a professional engineering program from pre-engineering than was found with the comparison participants. These results suggest that the experimental instructional approach employed for the engineering students in this study is indeed an innovation that leads to improved student learning and advancement in engineering.
{"title":"Real-world problems in the classroom: vital in engineering education","authors":"G. Halpin, R. Raju, C. Sankar, L. Belliston","doi":"10.1109/FIE.2004.1408504","DOIUrl":"https://doi.org/10.1109/FIE.2004.1408504","url":null,"abstract":"Innovative approaches to engineering education are required in order to improve student learning and to graduate students capable of meeting the challenges of the future. One such approach has been implemented at Auburn University, and the students have been tracked longitudinally to study the impact of this innovative instruction wherein theory and practice were brought together. Multimedia case studies were developed and used as a primary instructional mode in experimental classes over a 2-year period. Students in the experimental classes were matched with a comparison group randomly selected from the engineering student population but stratified by high school grades, ACT/SAT, and engineering major. The longitudinal evaluation revealed significant differences in college grade point averages among the groups with the experimental mechanical engineering majors tending to have the best grades. Even more supportive of the experimental program was that a significantly greater proportion of the participants were admitted to study in a professional engineering program from pre-engineering than was found with the comparison participants. These results suggest that the experimental instructional approach employed for the engineering students in this study is indeed an innovation that leads to improved student learning and advancement in engineering.","PeriodicalId":339926,"journal":{"name":"34th Annual Frontiers in Education, 2004. FIE 2004.","volume":"28 6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2004-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133663206","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 : 2004-10-23DOI: 10.1109/FIE.2004.1408581
J. H. McClellan, L. Harvel, R. Velmurugan, M. Borkar, C. Scheibe
In this paper, we present a tool that automatically connects keywords in student generated concept maps to relevant learning components in our digital repository. Currently, there are over 6,000 heterogeneous components available in our systems, with more than 1,000 dedicated to the teaching of ECE 2025, an introductory course in Signal Processing. These components consist of captured lectures, support material, multimedia examples, worked problems and others. The CNT (concept navigation tool) connects concept map nodes to course content based on keywords embedded in the concept nodes. CNT goes beyond just integrating search techniques with a map-authoring tool. The concept maps constructed by students become the navigation tool that allows them to explore the relevant content and improve or expand their concept maps as their understanding grows. This environment was designed to increase the depth of a student's conceptual understanding of course material. The paper includes details about the design and implementation of the CNT system and the supporting data systems.
{"title":"CNT: concept-map based navigation and discovery in a repository of learning content","authors":"J. H. McClellan, L. Harvel, R. Velmurugan, M. Borkar, C. Scheibe","doi":"10.1109/FIE.2004.1408581","DOIUrl":"https://doi.org/10.1109/FIE.2004.1408581","url":null,"abstract":"In this paper, we present a tool that automatically connects keywords in student generated concept maps to relevant learning components in our digital repository. Currently, there are over 6,000 heterogeneous components available in our systems, with more than 1,000 dedicated to the teaching of ECE 2025, an introductory course in Signal Processing. These components consist of captured lectures, support material, multimedia examples, worked problems and others. The CNT (concept navigation tool) connects concept map nodes to course content based on keywords embedded in the concept nodes. CNT goes beyond just integrating search techniques with a map-authoring tool. The concept maps constructed by students become the navigation tool that allows them to explore the relevant content and improve or expand their concept maps as their understanding grows. This environment was designed to increase the depth of a student's conceptual understanding of course material. The paper includes details about the design and implementation of the CNT system and the supporting data systems.","PeriodicalId":339926,"journal":{"name":"34th Annual Frontiers in Education, 2004. FIE 2004.","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2004-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132139959","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 : 2004-10-23DOI: 10.1109/FIE.2004.1408499
M. Loui
How do undergraduate students in engineering conceive of themselves as professionals? How does a course on engineering ethics affect the development of a student's professional identity and potential for moral courage? In this project, students responded to questions about the characteristics and responsibilities of professional engineers. They identified people and experiences that shaped their understandings of these characteristics and responsibilities. They reflected on their own development of these characteristics and preparation for these responsibilities.
{"title":"Work in progress: ethics and the development professional identities of engineering students","authors":"M. Loui","doi":"10.1109/FIE.2004.1408499","DOIUrl":"https://doi.org/10.1109/FIE.2004.1408499","url":null,"abstract":"How do undergraduate students in engineering conceive of themselves as professionals? How does a course on engineering ethics affect the development of a student's professional identity and potential for moral courage? In this project, students responded to questions about the characteristics and responsibilities of professional engineers. They identified people and experiences that shaped their understandings of these characteristics and responsibilities. They reflected on their own development of these characteristics and preparation for these responsibilities.","PeriodicalId":339926,"journal":{"name":"34th Annual Frontiers in Education, 2004. FIE 2004.","volume":"168 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2004-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128895186","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 : 2004-10-23DOI: 10.1109/FIE.2004.1408565
P. Mantey, T. Johnson
The Baskin School of Engineering at the University of California Santa Cruz has the Silicon Valley in its service area, and has working engineers from industry enrolled in its graduate engineering programs. In FIE 1996, we reported on plans to use a digital data link between a "matched pair" of classrooms (separated by a distance of about 30 miles and a range of coastal mountains) to link these students with our Santa Cruz campus graduate program, and thereby synchronously deliver an M.S. program in Network Engineering to Silicon Valley. In this paper we describe how our implementation matched our design, and evaluate the success of this undertaking from student and faculty perspectives. We also examine this program: it successes, the challenges faced, and the student and faculty experience and feedback. We discuss potential planned expansion of the program, and the some of the necessary or planned changes or modifications to the facilities used, including expansion to multiple sites, and extending from synchronous distance learning to uses of asynchronous delivery of some courses.
加州大学圣克鲁斯分校(University of California Santa Cruz)的巴斯金工程学院(Baskin School of Engineering)的服务区域位于硅谷，该校的研究生工程项目招收了来自工业界的在职工程师。在1996年的FIE上，我们报道了一项计划，即在“配对”的教室(间隔约30英里和一系列沿海山脉)之间使用数字数据链路，将这些学生与我们圣克鲁斯校区的研究生课程联系起来，从而同步向硅谷提供网络工程硕士课程。在本文中，我们描述了我们的实施如何与我们的设计相匹配，并从学生和教师的角度评估了这项工作的成功。我们还研究了这个项目:它的成功，面临的挑战，以及学生和教师的经验和反馈。我们讨论了该计划的潜在扩展计划，以及对所使用的设施进行的一些必要或计划中的更改或修改，包括扩展到多个站点，以及从同步远程学习扩展到使用异步交付某些课程。
{"title":"Evaluation of an M.S. program using synchronous digital video course delivery to remote students, and its expansion, enhancement and improvements","authors":"P. Mantey, T. Johnson","doi":"10.1109/FIE.2004.1408565","DOIUrl":"https://doi.org/10.1109/FIE.2004.1408565","url":null,"abstract":"The Baskin School of Engineering at the University of California Santa Cruz has the Silicon Valley in its service area, and has working engineers from industry enrolled in its graduate engineering programs. In FIE 1996, we reported on plans to use a digital data link between a \"matched pair\" of classrooms (separated by a distance of about 30 miles and a range of coastal mountains) to link these students with our Santa Cruz campus graduate program, and thereby synchronously deliver an M.S. program in Network Engineering to Silicon Valley. In this paper we describe how our implementation matched our design, and evaluate the success of this undertaking from student and faculty perspectives. We also examine this program: it successes, the challenges faced, and the student and faculty experience and feedback. We discuss potential planned expansion of the program, and the some of the necessary or planned changes or modifications to the facilities used, including expansion to multiple sites, and extending from synchronous distance learning to uses of asynchronous delivery of some courses.","PeriodicalId":339926,"journal":{"name":"34th Annual Frontiers in Education, 2004. FIE 2004.","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2004-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131299814","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 : 2004-10-23DOI: 10.1109/FIE.2004.1408624
M. Krugman
Through Colorado School of Mines robocamps program, teaching materials presenting behavior based robot concepts were developed and taught to middle and high school aged students. The weeklong workshop goal has been to introduce the difference between traditional, or sequential, programming styles for mobile robots. The topics of what, how, why, and when appropriate situations to implement either control paradigm is covered through hands-on activities. To create reactive agents, students use Brainstem microcontrollers, C language, various sensors, and LEGO materials. Instructional activities lead the students to develop robots that avoid objects, seek a particular goal, and to wander autonomously while allowing particular behaviors to subsume and delegate appropriate robot reactions. Each student's progress is measured through individual journals, qualitative (short answer questions) and quantitative (multiple choice questions) assessments, and oral presentations to parents. Assessment evaluation for this workshop has demonstrated that if presented properly, more advanced concepts in mobile robotics can be learned by students in this age group. A pretest and posttest on fundamental concepts showed significant increase in knowledge of behavioral robotics. In addition, evaluation of answers to essay questions demonstrated a stronger depth of understanding of these topics. It has also been observed that the success of this camp could in part be a result of the high level of motivation and enthusiasm of the students. Future camps will attempt to verify and support the pedagogical developments with a fresh group of students, which are new to the advanced robocamps program.
{"title":"Teaching behavior based robotics through advanced robocamps","authors":"M. Krugman","doi":"10.1109/FIE.2004.1408624","DOIUrl":"https://doi.org/10.1109/FIE.2004.1408624","url":null,"abstract":"Through Colorado School of Mines robocamps program, teaching materials presenting behavior based robot concepts were developed and taught to middle and high school aged students. The weeklong workshop goal has been to introduce the difference between traditional, or sequential, programming styles for mobile robots. The topics of what, how, why, and when appropriate situations to implement either control paradigm is covered through hands-on activities. To create reactive agents, students use Brainstem microcontrollers, C language, various sensors, and LEGO materials. Instructional activities lead the students to develop robots that avoid objects, seek a particular goal, and to wander autonomously while allowing particular behaviors to subsume and delegate appropriate robot reactions. Each student's progress is measured through individual journals, qualitative (short answer questions) and quantitative (multiple choice questions) assessments, and oral presentations to parents. Assessment evaluation for this workshop has demonstrated that if presented properly, more advanced concepts in mobile robotics can be learned by students in this age group. A pretest and posttest on fundamental concepts showed significant increase in knowledge of behavioral robotics. In addition, evaluation of answers to essay questions demonstrated a stronger depth of understanding of these topics. It has also been observed that the success of this camp could in part be a result of the high level of motivation and enthusiasm of the students. Future camps will attempt to verify and support the pedagogical developments with a fresh group of students, which are new to the advanced robocamps program.","PeriodicalId":339926,"journal":{"name":"34th Annual Frontiers in Education, 2004. FIE 2004.","volume":"98 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2004-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126096579","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 : 2004-10-23DOI: 10.1109/FIE.2004.1408546
C. Cook, P. Mathur, M. Visconti
In 2000, the Accreditation Board for Engineering and Technology, Inc. (ABET) changed the way computer science (and engineering) programs are accredited from a 'checklist' approach to an 'outcomes-based' approach. While this approach gives more freedom to the program to establish its own set of objectives, it has also created considerable anxiety among people who are responsible for preparing their programs for accreditation. The self-study report which plays an important role in the ABET accreditation process, describes how the computer science program satisfies the statement of intent and standards of the accreditation criteria. However, preparation of the report has become more difficult with the change to an outcomes-based approach. We have developed model of an ideal program based on CAC guidelines and standards and a tool that assesses the thoroughness and completeness of the report compared to the model. Programs seeking accreditation can use the tool to get information on any deficiencies prior to submitting the report to the evaluation team.
{"title":"Assessment of CAC self-study report","authors":"C. Cook, P. Mathur, M. Visconti","doi":"10.1109/FIE.2004.1408546","DOIUrl":"https://doi.org/10.1109/FIE.2004.1408546","url":null,"abstract":"In 2000, the Accreditation Board for Engineering and Technology, Inc. (ABET) changed the way computer science (and engineering) programs are accredited from a 'checklist' approach to an 'outcomes-based' approach. While this approach gives more freedom to the program to establish its own set of objectives, it has also created considerable anxiety among people who are responsible for preparing their programs for accreditation. The self-study report which plays an important role in the ABET accreditation process, describes how the computer science program satisfies the statement of intent and standards of the accreditation criteria. However, preparation of the report has become more difficult with the change to an outcomes-based approach. We have developed model of an ideal program based on CAC guidelines and standards and a tool that assesses the thoroughness and completeness of the report compared to the model. Programs seeking accreditation can use the tool to get information on any deficiencies prior to submitting the report to the evaluation team.","PeriodicalId":339926,"journal":{"name":"34th Annual Frontiers in Education, 2004. FIE 2004.","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2004-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114177785","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 : 2004-10-23DOI: 10.1109/FIE.2004.1408482
D. Kumela, K. Watts, W. R. Adrion
The research in presentation production for learning electronically (RIPPLES) group in the Department of Computer Science at UMASS Amherst have developed a course delivery system named multimedia asynchronous networked individualized courseware (MANIC). MANIC uses the approach of "record and playback". While record and playback technologies can be very effective in supporting a constructivist mode of instructional delivery, the technology is not inherently constructivist. In support of a more constructivist mode of instruction, we have implemented advanced indexing and search features in MANIC that makes use of ranking and relevance, and a query expansion technique to generate queries and conduct search over the World Wide Web (WWW) using Google/spl trade/. In this paper we describe initial experiments conducted, and our plans for additional assessment and enhancement of the search mechanism.
{"title":"Supporting constructivist learning in a multimedia presentation system","authors":"D. Kumela, K. Watts, W. R. Adrion","doi":"10.1109/FIE.2004.1408482","DOIUrl":"https://doi.org/10.1109/FIE.2004.1408482","url":null,"abstract":"The research in presentation production for learning electronically (RIPPLES) group in the Department of Computer Science at UMASS Amherst have developed a course delivery system named multimedia asynchronous networked individualized courseware (MANIC). MANIC uses the approach of \"record and playback\". While record and playback technologies can be very effective in supporting a constructivist mode of instructional delivery, the technology is not inherently constructivist. In support of a more constructivist mode of instruction, we have implemented advanced indexing and search features in MANIC that makes use of ranking and relevance, and a query expansion technique to generate queries and conduct search over the World Wide Web (WWW) using Google/spl trade/. In this paper we describe initial experiments conducted, and our plans for additional assessment and enhancement of the search mechanism.","PeriodicalId":339926,"journal":{"name":"34th Annual Frontiers in Education, 2004. FIE 2004.","volume":"89 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2004-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116683215","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 : 2004-10-23DOI: 10.1109/FIE.2004.1408555
H. Diefes‐Dux, T. Moore, D. Follman, J. Zawojewski, P. Imbrie
This interactive session is for engineering and technology faculty interested in curriculum reform, real-world engineering problem-solving, addressing ABET criteria, and empowering under-represented populations of students. Participants will take part in a model-eliciting activity (MEA) group problem-solving session and learn the fundamental principles for developing a MEA. Participants will gain an understanding of the process involved in making advanced engineering content accessible to undergraduate students through a well-formulated MEA. They will also map the components of a MEA to the ABET criteria and learn how MEAs serve under-represented populations.
{"title":"Interactive session model-eliciting activities: a framework for posing open-ended engineering problems","authors":"H. Diefes‐Dux, T. Moore, D. Follman, J. Zawojewski, P. Imbrie","doi":"10.1109/FIE.2004.1408555","DOIUrl":"https://doi.org/10.1109/FIE.2004.1408555","url":null,"abstract":"This interactive session is for engineering and technology faculty interested in curriculum reform, real-world engineering problem-solving, addressing ABET criteria, and empowering under-represented populations of students. Participants will take part in a model-eliciting activity (MEA) group problem-solving session and learn the fundamental principles for developing a MEA. Participants will gain an understanding of the process involved in making advanced engineering content accessible to undergraduate students through a well-formulated MEA. They will also map the components of a MEA to the ABET criteria and learn how MEAs serve under-represented populations.","PeriodicalId":339926,"journal":{"name":"34th Annual Frontiers in Education, 2004. FIE 2004.","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2004-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131170595","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 : 2004-10-23DOI: 10.1109/FIE.2004.1408562
H. Ellis, G. Hislop
As the pace of change of technology increases, software engineering professionals are experiencing a pressure to maintain currency in recent developments in the software engineering field. Providing effective education to this population of working professionals is of increasing importance. This paper is an initial investigation of effective education techniques that may be employed when teaching working professionals. The paper will attempt to answer two main questions: 1) What techniques does prior research indicate might be effective in teaching working professionals? 2) How might these techniques be employed in software engineering courses for working professionals? Survey-based feedback from prior software courses taught to working professionals will be used to provide baseline insight into techniques in current courses and to suggest directions for future efforts. This feedback is taken from multiple courses taught to adult working professional students spanning several semesters and two U.S. institutions.
{"title":"Techniques for providing software engineering education to working professionals","authors":"H. Ellis, G. Hislop","doi":"10.1109/FIE.2004.1408562","DOIUrl":"https://doi.org/10.1109/FIE.2004.1408562","url":null,"abstract":"As the pace of change of technology increases, software engineering professionals are experiencing a pressure to maintain currency in recent developments in the software engineering field. Providing effective education to this population of working professionals is of increasing importance. This paper is an initial investigation of effective education techniques that may be employed when teaching working professionals. The paper will attempt to answer two main questions: 1) What techniques does prior research indicate might be effective in teaching working professionals? 2) How might these techniques be employed in software engineering courses for working professionals? Survey-based feedback from prior software courses taught to working professionals will be used to provide baseline insight into techniques in current courses and to suggest directions for future efforts. This feedback is taken from multiple courses taught to adult working professional students spanning several semesters and two U.S. institutions.","PeriodicalId":339926,"journal":{"name":"34th Annual Frontiers in Education, 2004. FIE 2004.","volume":"162 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2004-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114816703","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 : 2004-10-23DOI: 10.1109/FIE.2004.1408584
J. Sims-Knight, R. Upchurch, N. Pendergrass, T. Meressi, P. Fortier, P. Tchimev, R. VonderHeide, M. Page
If engineering educators are to incorporate assessment of student learning outcomes into their curricula, they need assessments that are reliable, valid and feasible within the time constraints of coursework. We are engaged in an NSF supported project to develop such measures for design skill. This paper describes our exploration of the use of student-generated concept maps to assess students' understanding of how various aspects of the design process go together. Students in three senior-level engineering courses constructed concept maps of the design process. The resulting maps could be reliably sorted into patterns that presumably represent distinctly different ways of understanding the process. In addition, subpatterns of the concept maps were used to assess specific units of knowledge (e.g., the relation between feasibility, on the one hand, and requirements and preliminary design, on the other). These two components comprise an easily created report that provides detailed and useful pointers toward course and curricular improvement.
{"title":"Using concept maps to assess design process knowledge","authors":"J. Sims-Knight, R. Upchurch, N. Pendergrass, T. Meressi, P. Fortier, P. Tchimev, R. VonderHeide, M. Page","doi":"10.1109/FIE.2004.1408584","DOIUrl":"https://doi.org/10.1109/FIE.2004.1408584","url":null,"abstract":"If engineering educators are to incorporate assessment of student learning outcomes into their curricula, they need assessments that are reliable, valid and feasible within the time constraints of coursework. We are engaged in an NSF supported project to develop such measures for design skill. This paper describes our exploration of the use of student-generated concept maps to assess students' understanding of how various aspects of the design process go together. Students in three senior-level engineering courses constructed concept maps of the design process. The resulting maps could be reliably sorted into patterns that presumably represent distinctly different ways of understanding the process. In addition, subpatterns of the concept maps were used to assess specific units of knowledge (e.g., the relation between feasibility, on the one hand, and requirements and preliminary design, on the other). These two components comprise an easily created report that provides detailed and useful pointers toward course and curricular improvement.","PeriodicalId":339926,"journal":{"name":"34th Annual Frontiers in Education, 2004. FIE 2004.","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2004-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124935948","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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