Pub Date : 2004-10-20DOI: 10.1109/FIE.2004.1408652
Jay Pfaffman, I. Elhanany
A variety of computer networks related courses are being offered as part of mainstream curricula at the undergraduate as well as graduate level in many engineering and computer science programs. The pervasiveness of computer networks in all aspects of industry and education make a basic understanding of networking as important to nonscience majors as other scientific disciplines such as physics and chemistry. Understanding how the Internet works is a fundamental part of modern engineering education, but there are few opportunities for those in nontechnical fields to learn about networking. As networking becomes increasingly important to business and K-12 education, those without engineering background will become more likely to be in positions that require them to make decisions about how networks will be deployed and used. This paper describes first steps in adapting a standard computer networking curriculum, as required by most science and engineering programs, to the needs of those outside of engineering disciplines. The paper is divided into two sections; the first addresses the parts of the curriculum that we are initially concerned with implementing. The second section discusses educational techniques that we are using to help students learn these unfamiliar concepts in ways that should enable them to use the knowledge when appropriate.
{"title":"Work in progress-adaptation of a computer networks curriculum for nontechnical audience","authors":"Jay Pfaffman, I. Elhanany","doi":"10.1109/FIE.2004.1408652","DOIUrl":"https://doi.org/10.1109/FIE.2004.1408652","url":null,"abstract":"A variety of computer networks related courses are being offered as part of mainstream curricula at the undergraduate as well as graduate level in many engineering and computer science programs. The pervasiveness of computer networks in all aspects of industry and education make a basic understanding of networking as important to nonscience majors as other scientific disciplines such as physics and chemistry. Understanding how the Internet works is a fundamental part of modern engineering education, but there are few opportunities for those in nontechnical fields to learn about networking. As networking becomes increasingly important to business and K-12 education, those without engineering background will become more likely to be in positions that require them to make decisions about how networks will be deployed and used. This paper describes first steps in adapting a standard computer networking curriculum, as required by most science and engineering programs, to the needs of those outside of engineering disciplines. The paper is divided into two sections; the first addresses the parts of the curriculum that we are initially concerned with implementing. The second section discusses educational techniques that we are using to help students learn these unfamiliar concepts in ways that should enable them to use the knowledge when appropriate.","PeriodicalId":339926,"journal":{"name":"34th Annual Frontiers in Education, 2004. FIE 2004.","volume":"42 1-2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2004-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120892617","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.2004.1408762
R. Upchurch, J. Sims-Knight
It is reasonable to suspect that team process influences the way students work, the quality of their learning and the excellence of their product. This study addresses the relations between team process variables on the one hand, and behaviors and outcomes, on the other. We measured teaming skill, project behavior and performance, and project product grades. We found that knowledge of team process predicts team behavior, but that knowledge alone does not predict performance on the project. Second, both effort and team skills, as assessed by peers, were related to performance. Third, team skills did not correlate with the students' effort. This pattern of results suggests that instructors should address issues of teaming and of effort separately. It also suggests that peer ratings of teammates tap aspects of team behavior relevant to project performance, whereas declarative knowledge of team process does not.
{"title":"Teaming assessment: is there a connection between process and product?","authors":"R. Upchurch, J. Sims-Knight","doi":"10.1109/FIE.2004.1408762","DOIUrl":"https://doi.org/10.1109/FIE.2004.1408762","url":null,"abstract":"It is reasonable to suspect that team process influences the way students work, the quality of their learning and the excellence of their product. This study addresses the relations between team process variables on the one hand, and behaviors and outcomes, on the other. We measured teaming skill, project behavior and performance, and project product grades. We found that knowledge of team process predicts team behavior, but that knowledge alone does not predict performance on the project. Second, both effort and team skills, as assessed by peers, were related to performance. Third, team skills did not correlate with the students' effort. This pattern of results suggests that instructors should address issues of teaming and of effort separately. It also suggests that peer ratings of teammates tap aspects of team behavior relevant to project performance, whereas declarative knowledge of team process does not.","PeriodicalId":339926,"journal":{"name":"34th Annual Frontiers in Education, 2004. FIE 2004.","volume":"95 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":"127215701","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.2004.1408788
R. Lingard, E. Berry, B. Timmerman
A large number of students who begin the computer science program at California State University, Northridge never finish. Although many students who leave the computer science program eventually graduate in other fields, the high number of drop outs is of concern. Previous studies have shown that computer science students nearing graduation tend to have common characteristics as measured by the Kolbe A/spl trade/ index. These studies also indicate that changes in instructional techniques could have positive effects with respect to retention. The position here is that many students who could benefit from the computer science program, and who could in turn benefit the field, are being discouraged from continuing. In the current study, the Kolbe results of all students entering the computer science program are used to suggest improvements in advisement and recommend changes in the learning environment to improve student retention.
{"title":"Work in progress - using the Kolbe conative index for improving retention of computer science students","authors":"R. Lingard, E. Berry, B. Timmerman","doi":"10.1109/FIE.2004.1408788","DOIUrl":"https://doi.org/10.1109/FIE.2004.1408788","url":null,"abstract":"A large number of students who begin the computer science program at California State University, Northridge never finish. Although many students who leave the computer science program eventually graduate in other fields, the high number of drop outs is of concern. Previous studies have shown that computer science students nearing graduation tend to have common characteristics as measured by the Kolbe A/spl trade/ index. These studies also indicate that changes in instructional techniques could have positive effects with respect to retention. The position here is that many students who could benefit from the computer science program, and who could in turn benefit the field, are being discouraged from continuing. In the current study, the Kolbe results of all students entering the computer science program are used to suggest improvements in advisement and recommend changes in the learning environment to improve student retention.","PeriodicalId":339926,"journal":{"name":"34th Annual Frontiers in Education, 2004. FIE 2004.","volume":"17 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":"124775207","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.2004.1408491
Hyunjong Choe, Youngkwon Bae, Taeyoung Kim, Taewuk Lee
To demonstrate the feasibility of Web-based adaptive feedback, our study exploits the individual differences as a solution. However, the implicit characteristics of individual make hard to derive an explicit model. In many countries, primary, secondary and high school students undergo a standardized personality and aptitude test. This test guarantees reliability and validity, and the result of it shows various aspects of personal characters and aptitudes. Thus, we think that the results of the standardized test can be used to differentiate individuals in the class. From the standardized test results, seven general cognitive and aptitude factors are selected, and then, we relate those factors to feedback types. Also we design a Web-based performance assessment system to evaluate our proposed method. We are going to apply this system to the students in a secondary school for evaluating our proposed adaptive feedback model in a Web-based environment.
{"title":"Work in progress - the study of Web-based adaptive feedback based on the analysis of individual differences","authors":"Hyunjong Choe, Youngkwon Bae, Taeyoung Kim, Taewuk Lee","doi":"10.1109/FIE.2004.1408491","DOIUrl":"https://doi.org/10.1109/FIE.2004.1408491","url":null,"abstract":"To demonstrate the feasibility of Web-based adaptive feedback, our study exploits the individual differences as a solution. However, the implicit characteristics of individual make hard to derive an explicit model. In many countries, primary, secondary and high school students undergo a standardized personality and aptitude test. This test guarantees reliability and validity, and the result of it shows various aspects of personal characters and aptitudes. Thus, we think that the results of the standardized test can be used to differentiate individuals in the class. From the standardized test results, seven general cognitive and aptitude factors are selected, and then, we relate those factors to feedback types. Also we design a Web-based performance assessment system to evaluate our proposed method. We are going to apply this system to the students in a secondary school for evaluating our proposed adaptive feedback model in a Web-based environment.","PeriodicalId":339926,"journal":{"name":"34th Annual Frontiers in Education, 2004. FIE 2004.","volume":"186 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":"126026041","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.2004.1408560
P. Doerschuk
One of the most important things that students can learn in a course in software engineering is how to effectively work in a team to develop software that is too large for a single individual to produce. It is also important that students learn the value of assuring software quality at each step of the development process. This paper describes how to incorporate a UML-based team project into an object oriented software engineering course. The project gives students hands-on experience in software development and quality assurance at each stage of the software lifecycle, including analysis, design, implementation, and integration. The project is divided into separate interacting parts, with each part assigned to a different team member. Students on each team assume alternate roles of software developer and quality assurance inspector/tester at alternate phases of the lifecycle. This paper describes the approach and an example project, including the problem requirements, timetable of deliverables, and sample deliverables.
{"title":"Incorporating team software development and quality assurance in software engineering education","authors":"P. Doerschuk","doi":"10.1109/FIE.2004.1408560","DOIUrl":"https://doi.org/10.1109/FIE.2004.1408560","url":null,"abstract":"One of the most important things that students can learn in a course in software engineering is how to effectively work in a team to develop software that is too large for a single individual to produce. It is also important that students learn the value of assuring software quality at each step of the development process. This paper describes how to incorporate a UML-based team project into an object oriented software engineering course. The project gives students hands-on experience in software development and quality assurance at each stage of the software lifecycle, including analysis, design, implementation, and integration. The project is divided into separate interacting parts, with each part assigned to a different team member. Students on each team assume alternate roles of software developer and quality assurance inspector/tester at alternate phases of the lifecycle. This paper describes the approach and an example project, including the problem requirements, timetable of deliverables, and sample deliverables.","PeriodicalId":339926,"journal":{"name":"34th Annual Frontiers in Education, 2004. FIE 2004.","volume":"38 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":"116063221","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.2004.1408792
J. Impagliazzo, J.A.N. Lee
This work in progress shows how instructors can make courses interesting by using history when teaching introductory courses in computer science. The presentation shows how connecting with established computing museums and other historical entities can enhance interest in the subject and develop greater understanding of topics under discussion. It also demonstrate how storytelling can enhance learning and add a different dimension to courses when teaching elements of computer science, especially to those students who are not majoring in the subject.
{"title":"Work in progress - enhancing CSO courses using history","authors":"J. Impagliazzo, J.A.N. Lee","doi":"10.1109/FIE.2004.1408792","DOIUrl":"https://doi.org/10.1109/FIE.2004.1408792","url":null,"abstract":"This work in progress shows how instructors can make courses interesting by using history when teaching introductory courses in computer science. The presentation shows how connecting with established computing museums and other historical entities can enhance interest in the subject and develop greater understanding of topics under discussion. It also demonstrate how storytelling can enhance learning and add a different dimension to courses when teaching elements of computer science, especially to those students who are not majoring in the subject.","PeriodicalId":339926,"journal":{"name":"34th Annual Frontiers in Education, 2004. FIE 2004.","volume":"35 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":"122190568","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.2004.1408472
O. Clúa, M. Feldgen
Experts approach problems in a manner different from that of novices. We had the opportunity of comparing three groups of students with different levels of expertise in a classical information literacy assignment: writing a report on current research and findings on some computing related areas. Each group was at a different level of their experience building life. We asked our students to write a report on some cutting edge development related with computer technology. As we compared their work, we found that previous exposure of our novices group to writing abilities forced us to change a general assessment criterion by more specific ones.
{"title":"Differences among experts, novices and trainees writing a report","authors":"O. Clúa, M. Feldgen","doi":"10.1109/FIE.2004.1408472","DOIUrl":"https://doi.org/10.1109/FIE.2004.1408472","url":null,"abstract":"Experts approach problems in a manner different from that of novices. We had the opportunity of comparing three groups of students with different levels of expertise in a classical information literacy assignment: writing a report on current research and findings on some computing related areas. Each group was at a different level of their experience building life. We asked our students to write a report on some cutting edge development related with computer technology. As we compared their work, we found that previous exposure of our novices group to writing abilities forced us to change a general assessment criterion by more specific ones.","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":"129413620","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.2004.1408643
M. Besterfield-Sacre, E. Newcome, M. Tokorcheck, L. Shuman, H. Wolfe
Recent accreditation practices are migrating towards direct measures of student achievement of the eleven enunciated engineering outcomes. Though common examinations are capable of measuring certain outcomes, they are not fully capable of assessing many of the more process-oriented outcomes such as teamwork, problem solving, design, etc. Rich, in-depth assessment methods such as behavioral observation are desirable because they enable us to investigate student-learning outcomes and thus evaluate the students' ability to function in the higher level learning domains. Our best current method for doing this (100% observation) requires considerable time and resources. Industry has learned that activities can be assessed using statistical methods that "sample" the observable environment. Work sampling and related methods use probability theory to reduce the amount of time necessary to observe events or activities that do not occur in a systematic manner without loss of information. We are bridging this gap between educational assessment and industry practices by extending these methods to the observation of intervals that capture the cognitive, behavioral and affective domains of student learning outcomes. This paper describes the research involved in developing sampling intervals and provides preliminary results for one process-oriented outcome that of teamwork.
{"title":"Work in progress-work sampling of behavioral observations for process-oriented outcomes","authors":"M. Besterfield-Sacre, E. Newcome, M. Tokorcheck, L. Shuman, H. Wolfe","doi":"10.1109/FIE.2004.1408643","DOIUrl":"https://doi.org/10.1109/FIE.2004.1408643","url":null,"abstract":"Recent accreditation practices are migrating towards direct measures of student achievement of the eleven enunciated engineering outcomes. Though common examinations are capable of measuring certain outcomes, they are not fully capable of assessing many of the more process-oriented outcomes such as teamwork, problem solving, design, etc. Rich, in-depth assessment methods such as behavioral observation are desirable because they enable us to investigate student-learning outcomes and thus evaluate the students' ability to function in the higher level learning domains. Our best current method for doing this (100% observation) requires considerable time and resources. Industry has learned that activities can be assessed using statistical methods that \"sample\" the observable environment. Work sampling and related methods use probability theory to reduce the amount of time necessary to observe events or activities that do not occur in a systematic manner without loss of information. We are bridging this gap between educational assessment and industry practices by extending these methods to the observation of intervals that capture the cognitive, behavioral and affective domains of student learning outcomes. This paper describes the research involved in developing sampling intervals and provides preliminary results for one process-oriented outcome that of teamwork.","PeriodicalId":339926,"journal":{"name":"34th Annual Frontiers in Education, 2004. FIE 2004.","volume":"87 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":"128585639","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.2004.1408751
Joseph L. A. Hughes, W. E. Sayle
The FIE 2004 open forum provides an opportunity for conference attendees to make short presentations on topics of interest related to engineering, technology, and computing education. The primary goal is to allow attendees to raise new and/or controversial topics in order to engage FIE participants in thinking about and discussing the issues.
{"title":"Open forum: issues in engineering, technology, and computing education","authors":"Joseph L. A. Hughes, W. E. Sayle","doi":"10.1109/FIE.2004.1408751","DOIUrl":"https://doi.org/10.1109/FIE.2004.1408751","url":null,"abstract":"The FIE 2004 open forum provides an opportunity for conference attendees to make short presentations on topics of interest related to engineering, technology, and computing education. The primary goal is to allow attendees to raise new and/or controversial topics in order to engage FIE participants in thinking about and discussing the issues.","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":"129158261","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.2004.1408741
L. Thigpen, E. Glakpe, G. Gomes, T. McCloud
This paper describes a model for a multidisciplinary approach to teaching capstone design in mechanical engineering. The multidisciplinary approach described in this paper includes the involvement of four departments that have not traditionally collaborated effectively in providing capstone design experiences for students. Students in the mechanical engineering department work in teams with students from the departments of electrical engineering, marketing in the school of Business, and art in the Division of Fine Arts of the College of Arts and Sciences to complete an industry sponsored capstone design project The level of involvement of the industrial partner and the process of defining meaningful design projects that meet the goals of the mechanical engineering curriculum are described. Examples of student team solutions to design problems from the automotive industry are presented to demonstrate the multidisciplinary nature of the design projects in meeting the goals and objectives of the mechanical engineering program. The roles played by faculty from the four collaborating departments, the grading process, resource requirements, and the summative evaluation process of the educational experience are described. Finally, the paper concludes with a discussion of challenges involved in carrying out capstone design projects with multidisciplinary teams and suggestions for overcoming such obstacles.
{"title":"A model for teaching multidisciplinary capstone design in mechanical engineering","authors":"L. Thigpen, E. Glakpe, G. Gomes, T. McCloud","doi":"10.1109/FIE.2004.1408741","DOIUrl":"https://doi.org/10.1109/FIE.2004.1408741","url":null,"abstract":"This paper describes a model for a multidisciplinary approach to teaching capstone design in mechanical engineering. The multidisciplinary approach described in this paper includes the involvement of four departments that have not traditionally collaborated effectively in providing capstone design experiences for students. Students in the mechanical engineering department work in teams with students from the departments of electrical engineering, marketing in the school of Business, and art in the Division of Fine Arts of the College of Arts and Sciences to complete an industry sponsored capstone design project The level of involvement of the industrial partner and the process of defining meaningful design projects that meet the goals of the mechanical engineering curriculum are described. Examples of student team solutions to design problems from the automotive industry are presented to demonstrate the multidisciplinary nature of the design projects in meeting the goals and objectives of the mechanical engineering program. The roles played by faculty from the four collaborating departments, the grading process, resource requirements, and the summative evaluation process of the educational experience are described. Finally, the paper concludes with a discussion of challenges involved in carrying out capstone design projects with multidisciplinary teams and suggestions for overcoming such obstacles.","PeriodicalId":339926,"journal":{"name":"34th Annual Frontiers in Education, 2004. FIE 2004.","volume":"12 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":"129422043","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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