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.2004.1408608
J. E. Sharp
This pilot project integrated the Vanderbilt engineering alumni council mentoring initiative in a technical communication course for all engineering majors. An opportunity for networking with alumni and learning about workforce communication was designed into a two-and-a-half-week report writing assignment working individually and in groups, 41 students interviewed 18 alumni and other professionals about workplace communication and reported their findings. Project components included an alumnus guest speaker and a post-project, alumni-sponsored luncheon attended by 27 students. Results showed that graduates spent a large portion of their work time on various written and oral communication tasks. Alumni and student questionnaire responses indicate that the project was beneficial and should be continued. Using an analytical five-point scale, students rated including a mentoring project next semester with a 4.1/5.0 while alumni rated it 4.6.
{"title":"Work in progress: alumni mentoring of engineers in a technical communication course","authors":"J. E. Sharp","doi":"10.1109/FIE.2004.1408608","DOIUrl":"https://doi.org/10.1109/FIE.2004.1408608","url":null,"abstract":"This pilot project integrated the Vanderbilt engineering alumni council mentoring initiative in a technical communication course for all engineering majors. An opportunity for networking with alumni and learning about workforce communication was designed into a two-and-a-half-week report writing assignment working individually and in groups, 41 students interviewed 18 alumni and other professionals about workplace communication and reported their findings. Project components included an alumnus guest speaker and a post-project, alumni-sponsored luncheon attended by 27 students. Results showed that graduates spent a large portion of their work time on various written and oral communication tasks. Alumni and student questionnaire responses indicate that the project was beneficial and should be continued. Using an analytical five-point scale, students rated including a mentoring project next semester with a 4.1/5.0 while alumni rated it 4.6.","PeriodicalId":339926,"journal":{"name":"34th Annual Frontiers in Education, 2004. FIE 2004.","volume":"139 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":"128959365","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.2004.1408746
J. Sasser, G. Lineberry, S. Scheff
According to the Engineering Workforce Commission, women received approximately 21% of the nation's B.S. degrees in engineering in 2000. If bio-related fields are omitted, the percentage drops well below 20%. Only modest improvement has been made in these statistics since, beginning in the mid-1980's, many U.S. engineering colleges focused attention on the issue of diversifying the engineering workforce. Current research indicates that eliminating the significant gender incongruity in engineering requires improvement in recruitment, retention, and advancement practices. In an effort to increase the number of B.S.-level women engineers in Kentucky, a partnership has been forged between Midway College and the University of Kentucky (UK). In this program, students enrolled in full-time study at Midway College may fulfill lower-division electrical engineering course requirements at UK while remaining predominately on the Midway campus. Students may earn an A.S. from Midway and a B.S. from UK in four years. Earning such a degree is becoming increasingly difficult in Kentucky, as smaller schools' offerings of pre-engineering curricula have diminished markedly over the past decade. Obstacles that have interfered with the recruitment, retention, and advancement of women in engineering are being countered in this innovative educational partnership. Despite dissimilar profiles, the two institutions embarking on this experiment possess notable similarities with respect to their commitment to gender diversity in engineering and their awareness of the need to increase the number of engineers in Kentucky.
{"title":"Recruiting and retaining women in engineering: a Kentucky collaboration","authors":"J. Sasser, G. Lineberry, S. Scheff","doi":"10.1109/FIE.2004.1408746","DOIUrl":"https://doi.org/10.1109/FIE.2004.1408746","url":null,"abstract":"According to the Engineering Workforce Commission, women received approximately 21% of the nation's B.S. degrees in engineering in 2000. If bio-related fields are omitted, the percentage drops well below 20%. Only modest improvement has been made in these statistics since, beginning in the mid-1980's, many U.S. engineering colleges focused attention on the issue of diversifying the engineering workforce. Current research indicates that eliminating the significant gender incongruity in engineering requires improvement in recruitment, retention, and advancement practices. In an effort to increase the number of B.S.-level women engineers in Kentucky, a partnership has been forged between Midway College and the University of Kentucky (UK). In this program, students enrolled in full-time study at Midway College may fulfill lower-division electrical engineering course requirements at UK while remaining predominately on the Midway campus. Students may earn an A.S. from Midway and a B.S. from UK in four years. Earning such a degree is becoming increasingly difficult in Kentucky, as smaller schools' offerings of pre-engineering curricula have diminished markedly over the past decade. Obstacles that have interfered with the recruitment, retention, and advancement of women in engineering are being countered in this innovative educational partnership. Despite dissimilar profiles, the two institutions embarking on this experiment possess notable similarities with respect to their commitment to gender diversity in engineering and their awareness of the need to increase the number of engineers in Kentucky.","PeriodicalId":339926,"journal":{"name":"34th Annual Frontiers in Education, 2004. FIE 2004.","volume":"1 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":"129718173","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.2004.1408534
Keith A. Landry, Kip P. Nygren
Civil & mechanical engineering majors at West Point must complete a five semester mathematics sequence as part of their Accreditation Board for Engineering and Technology accredited academic program. Given the increased interest in multidisciplinary team teaching and the use of technology within their respective academic programs, the Heads of the Departments of Civil & Mechanical Engineering and Mathematical Sciences decided to re-examine the content, structure and teaching of the last course in that five course sequence - MA364 "engineering mathematics"- in an attempt to better motivate engineering majors to study key mathematical concepts in detail and to further strengthen inter-departmental ties. This paper describes the two-pronged approach adopted to "engineer" the mathematics course in question. Particular attention is given to the integration of technology across the course and the planned use of a team teaching approach involving engineering and mathematics faculty.
{"title":"Engineering a mathematics course at the United States military academy","authors":"Keith A. Landry, Kip P. Nygren","doi":"10.1109/FIE.2004.1408534","DOIUrl":"https://doi.org/10.1109/FIE.2004.1408534","url":null,"abstract":"Civil & mechanical engineering majors at West Point must complete a five semester mathematics sequence as part of their Accreditation Board for Engineering and Technology accredited academic program. Given the increased interest in multidisciplinary team teaching and the use of technology within their respective academic programs, the Heads of the Departments of Civil & Mechanical Engineering and Mathematical Sciences decided to re-examine the content, structure and teaching of the last course in that five course sequence - MA364 \"engineering mathematics\"- in an attempt to better motivate engineering majors to study key mathematical concepts in detail and to further strengthen inter-departmental ties. This paper describes the two-pronged approach adopted to \"engineer\" the mathematics course in question. Particular attention is given to the integration of technology across the course and the planned use of a team teaching approach involving engineering and mathematics faculty.","PeriodicalId":339926,"journal":{"name":"34th Annual Frontiers in Education, 2004. FIE 2004.","volume":"19 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":"130937469","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}
Pub Date : 2004-10-23DOI: 10.1109/FIE.2004.1408454
C. Price
Autonomous robots are used as a vehicle to learn programming in C and Java, to design neural network controllers, to experiment with finite state machines and to explore operating system concepts. Our environment is deployed as (i) physical robots, (ii) multi-robot simulation written as a Java application, (iii) distributed multi-robot simulation using client-server architecture running on the Web. This paper details the design rationale, implementation, deployment and reports evaluation of the work to date. The software is freely available from the author at c.price@worc.ac.uk.
{"title":"Work in progress - an integrated programming environment suitable for distance learning","authors":"C. Price","doi":"10.1109/FIE.2004.1408454","DOIUrl":"https://doi.org/10.1109/FIE.2004.1408454","url":null,"abstract":"Autonomous robots are used as a vehicle to learn programming in C and Java, to design neural network controllers, to experiment with finite state machines and to explore operating system concepts. Our environment is deployed as (i) physical robots, (ii) multi-robot simulation written as a Java application, (iii) distributed multi-robot simulation using client-server architecture running on the Web. This paper details the design rationale, implementation, deployment and reports evaluation of the work to date. The software is freely available from the author at c.price@worc.ac.uk.","PeriodicalId":339926,"journal":{"name":"34th Annual Frontiers in Education, 2004. FIE 2004.","volume":"17 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":"127147293","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.2004.1408574
J. Comito, T. A. Kittinger, F. Broadway, E. Evans, R. Ramsier
We present a case study of the use of vertically integrated multidisciplinary teams in a nonengineering general science course. We constructed our teams from students with different majors, genders, and class ranks, reflecting several of the ingredients for effective teaming discussed in the literature. This type of multidisciplinary and stratified team member distribution helped to build a sense of community and shared ownership in the learning process. Our experience demonstrates that vertically integrated teaming concepts can be successfully adapted as an instructional framework in multidisciplinary general-audience courses. In this paper, we discuss content analyses of student journal entries, self-reflection reports, and survey responses.
{"title":"Vertically integrated multidisciplinary teaming: an instructional framework adapted to a nonengineering course","authors":"J. Comito, T. A. Kittinger, F. Broadway, E. Evans, R. Ramsier","doi":"10.1109/FIE.2004.1408574","DOIUrl":"https://doi.org/10.1109/FIE.2004.1408574","url":null,"abstract":"We present a case study of the use of vertically integrated multidisciplinary teams in a nonengineering general science course. We constructed our teams from students with different majors, genders, and class ranks, reflecting several of the ingredients for effective teaming discussed in the literature. This type of multidisciplinary and stratified team member distribution helped to build a sense of community and shared ownership in the learning process. Our experience demonstrates that vertically integrated teaming concepts can be successfully adapted as an instructional framework in multidisciplinary general-audience courses. In this paper, we discuss content analyses of student journal entries, self-reflection reports, and survey responses.","PeriodicalId":339926,"journal":{"name":"34th Annual Frontiers in Education, 2004. FIE 2004.","volume":"122 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":"127379620","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.2004.1408453
L. Richards, R. J. Ribando
At the University of Virginia, the School of Engineering and Applied Science established a formal distance-learning program in 1983. Both of us have been teaching in this program for nearly 20 years. Between us we have taught five distinct types of courses, most through multiple iterations. In this paper, we describe our uses of information technology to enhance the learning environment for our students including solids modeling, finite element analysis, computational fluid dynamics, and statistics and data visualization. We then reflect on the distance learning experience from both the professor's and student perspectives.
{"title":"Work in progress - distance learning: the path to lifelong education","authors":"L. Richards, R. J. Ribando","doi":"10.1109/FIE.2004.1408453","DOIUrl":"https://doi.org/10.1109/FIE.2004.1408453","url":null,"abstract":"At the University of Virginia, the School of Engineering and Applied Science established a formal distance-learning program in 1983. Both of us have been teaching in this program for nearly 20 years. Between us we have taught five distinct types of courses, most through multiple iterations. In this paper, we describe our uses of information technology to enhance the learning environment for our students including solids modeling, finite element analysis, computational fluid dynamics, and statistics and data visualization. We then reflect on the distance learning experience from both the professor's and student perspectives.","PeriodicalId":339926,"journal":{"name":"34th Annual Frontiers in Education, 2004. FIE 2004.","volume":"11 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":"128205671","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.2004.1408459
B. Barker, S. Brown, M. Chrysler, J. Foertsch, K. Niemi
The University of Wisconsin - Madison and the Boys and Girls Club of Dane County recently formed a partnership to offer a sustained after-school informal science program to children ages 7-12. Designed to improve scientific literacy and engender an affinity for science, the program provides inquiry-based, hands-on learning opportunities stressing the interdisciplinary nature of science. With an initial focus on the ecology of the local watershed, participants explore methods of scientific inquiry, the nature of watersheds, connections between human activity and water quality, and the ecosystem impacted by the watershed. Given the opportunity to discover scientific and ecological principles firsthand, participants are encouraged to become stewards of their own environment and share what they have learned with friends and families. Sustained exposure to informal science activities will lead to improved performance in science classes and increased likelihood that these children will consider science and engineering careers.
{"title":"Work in progress-science in the afternoon: a new public-private outreach partnership","authors":"B. Barker, S. Brown, M. Chrysler, J. Foertsch, K. Niemi","doi":"10.1109/FIE.2004.1408459","DOIUrl":"https://doi.org/10.1109/FIE.2004.1408459","url":null,"abstract":"The University of Wisconsin - Madison and the Boys and Girls Club of Dane County recently formed a partnership to offer a sustained after-school informal science program to children ages 7-12. Designed to improve scientific literacy and engender an affinity for science, the program provides inquiry-based, hands-on learning opportunities stressing the interdisciplinary nature of science. With an initial focus on the ecology of the local watershed, participants explore methods of scientific inquiry, the nature of watersheds, connections between human activity and water quality, and the ecosystem impacted by the watershed. Given the opportunity to discover scientific and ecological principles firsthand, participants are encouraged to become stewards of their own environment and share what they have learned with friends and families. Sustained exposure to informal science activities will lead to improved performance in science classes and increased likelihood that these children will consider science and engineering careers.","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":"130366233","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.2004.1408493
R. Ganesan, T. K. Das, C. Edwards, O. Okogbaa
Science and math performance of America's children has shown a decline in recent years. A study among K-S teachers in the Hillsborough County, Florida (location of the project) showed that 64% the teachers did not feel prepared in science content and 49% did not feel prepared in mathematics. This paper discusses some of the major challenges of a partnership between the University of South Florida and the school district of the Hillsborough County of Florida that was undertaken with the help of a National Science Foundation grant to improve science education in elementary classes. This project focuses on K-5 classes and is poised to infuse advanced knowledge in sciences and engineering in the curriculum within the framework of state science education standards.
{"title":"Challenges in enhancing science education in elementary classrooms through university-school district partnerships","authors":"R. Ganesan, T. K. Das, C. Edwards, O. Okogbaa","doi":"10.1109/FIE.2004.1408493","DOIUrl":"https://doi.org/10.1109/FIE.2004.1408493","url":null,"abstract":"Science and math performance of America's children has shown a decline in recent years. A study among K-S teachers in the Hillsborough County, Florida (location of the project) showed that 64% the teachers did not feel prepared in science content and 49% did not feel prepared in mathematics. This paper discusses some of the major challenges of a partnership between the University of South Florida and the school district of the Hillsborough County of Florida that was undertaken with the help of a National Science Foundation grant to improve science education in elementary classes. This project focuses on K-5 classes and is poised to infuse advanced knowledge in sciences and engineering in the curriculum within the framework of state science education standards.","PeriodicalId":339926,"journal":{"name":"34th Annual Frontiers in Education, 2004. FIE 2004.","volume":"1 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":"129937499","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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