Pub Date : 2004-10-20DOI: 10.1109/FIE.2004.1408801
C. Della-Piana, R. Pimmel, K. Gentili
Engineering faculty members involved in education research and development efforts are being asked to provide evidence that their projects are effective and successful. This workshop provides an introduction to and a framework for designing and implementing an evaluation plan to assess these efforts. Through a set of interactive activities, participants will explore a series of issues that emphasize (1) the development of guiding questions; (2) the alignment of the evaluation to the project goals and objectives; (3) the selection of methods and the need for systematic data collection, analysis, and interpretation; and (4) the need to anticipate and address alternative hypotheses and interpretations of the results. With this background, each participant will design an evaluation plan for a project of his or her choice, submit the plan for critique by a subset of participants, and provide and receive constructive feedback. At the end of the workshop, participants should be able to work with an evaluator to develop and carry out an effective evaluation of an engineering education project.
{"title":"Designing and implementing a project evaluation plan","authors":"C. Della-Piana, R. Pimmel, K. Gentili","doi":"10.1109/FIE.2004.1408801","DOIUrl":"https://doi.org/10.1109/FIE.2004.1408801","url":null,"abstract":"Engineering faculty members involved in education research and development efforts are being asked to provide evidence that their projects are effective and successful. This workshop provides an introduction to and a framework for designing and implementing an evaluation plan to assess these efforts. Through a set of interactive activities, participants will explore a series of issues that emphasize (1) the development of guiding questions; (2) the alignment of the evaluation to the project goals and objectives; (3) the selection of methods and the need for systematic data collection, analysis, and interpretation; and (4) the need to anticipate and address alternative hypotheses and interpretations of the results. With this background, each participant will design an evaluation plan for a project of his or her choice, submit the plan for critique by a subset of participants, and provide and receive constructive feedback. At the end of the workshop, participants should be able to work with an evaluator to develop and carry out an effective evaluation of an engineering education project.","PeriodicalId":339926,"journal":{"name":"34th Annual Frontiers in Education, 2004. FIE 2004.","volume":"25 5 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":"129689043","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.2004.1408791
T. L. Lewis, Manuel A. Pérez-Quiñones, M. Rosson
Throughout literature, there are varying schools of thought on what constitutes object-oriented design (OOD). Does OOD encompass the selection of the appropriate interfaces? Does reusing classes represent "good" OOD? And what about UML, if we have class interaction diagrams, is this OOD? There is a need to establish a set of requisite competencies to guide teaching of OOD. Within this paper, we present a comprehensive analysis of seven essential principles of object-oriented design. In order to validate the effectiveness of the guiding principles OOD, we developed the design readiness assessment scale (DRAS). The DRAS provides a classification of one's design ability in relation to the testing population. We further discuss a study of the DRAS using a subject pool consisting of freshmen computer science (novice designers) and graduate/professionals (expert designers). We present the preliminary results of this study and its impact on the future OOD education.
{"title":"A comprehensive analysis of object-oriented design: towards a measure of assessing design ability","authors":"T. L. Lewis, Manuel A. Pérez-Quiñones, M. Rosson","doi":"10.1109/FIE.2004.1408791","DOIUrl":"https://doi.org/10.1109/FIE.2004.1408791","url":null,"abstract":"Throughout literature, there are varying schools of thought on what constitutes object-oriented design (OOD). Does OOD encompass the selection of the appropriate interfaces? Does reusing classes represent \"good\" OOD? And what about UML, if we have class interaction diagrams, is this OOD? There is a need to establish a set of requisite competencies to guide teaching of OOD. Within this paper, we present a comprehensive analysis of seven essential principles of object-oriented design. In order to validate the effectiveness of the guiding principles OOD, we developed the design readiness assessment scale (DRAS). The DRAS provides a classification of one's design ability in relation to the testing population. We further discuss a study of the DRAS using a subject pool consisting of freshmen computer science (novice designers) and graduate/professionals (expert designers). We present the preliminary results of this study and its impact on the future OOD education.","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":"130507527","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.2004.1408536
M. L. Nelson
As a small and relatively young private college, the creation of a graduate program is a major step forward. Our undergraduate degree is technical in nature, but marketing analysis indicated a large demand for a graduate IT management degree. We attempted to get double-duty out of a single degree by offering both technical and managerial courses. That worked great for those with a technical background, but students with other backgrounds found the additional undergraduate preparatory course requirements to be rather daunting. As such, we used the management portion of the technical degree to create a management degree. Also, it has been our experience that management courses often work well in an online environment, whereas technical courses generally work better in a more conventional environment. Therefore, the new management degree is also available in full online.
{"title":"Work in progress - creating an online management degree in concert with a technical degree","authors":"M. L. Nelson","doi":"10.1109/FIE.2004.1408536","DOIUrl":"https://doi.org/10.1109/FIE.2004.1408536","url":null,"abstract":"As a small and relatively young private college, the creation of a graduate program is a major step forward. Our undergraduate degree is technical in nature, but marketing analysis indicated a large demand for a graduate IT management degree. We attempted to get double-duty out of a single degree by offering both technical and managerial courses. That worked great for those with a technical background, but students with other backgrounds found the additional undergraduate preparatory course requirements to be rather daunting. As such, we used the management portion of the technical degree to create a management degree. Also, it has been our experience that management courses often work well in an online environment, whereas technical courses generally work better in a more conventional environment. Therefore, the new management degree is also available in full online.","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":"123496482","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.2004.1408552
R. Perry
A Web-based environment has been developed for students to perform C, Java, and shell programming. The environment runs on a Unix server, uses password authentication, and provides each student with separate project subdirectories that cannot be seen by other students. Options are available to view fiks, edit source code, compile, run, run in debug mode, run with output plotted and displayed as a GIF image, display C preprocessor output, display generated assembly code, display optimized assembly code, and insert compiler error messages as comments into the source code. The environment is implemented using a combination of C code, peri, and shell scripts, and is freely available (open source). The source code of the environment itself can be used as examples in an advanced Unix/C programming or security course. The environment has been used successfully in both sophomore and senior-level C programming courses, a graduate Unix/C programming course (C and shell programming), and a senior/graduate computer communications security course (Java programming).
{"title":"View/edit/compile/run Web-based programming environment","authors":"R. Perry","doi":"10.1109/FIE.2004.1408552","DOIUrl":"https://doi.org/10.1109/FIE.2004.1408552","url":null,"abstract":"A Web-based environment has been developed for students to perform C, Java, and shell programming. The environment runs on a Unix server, uses password authentication, and provides each student with separate project subdirectories that cannot be seen by other students. Options are available to view fiks, edit source code, compile, run, run in debug mode, run with output plotted and displayed as a GIF image, display C preprocessor output, display generated assembly code, display optimized assembly code, and insert compiler error messages as comments into the source code. The environment is implemented using a combination of C code, peri, and shell scripts, and is freely available (open source). The source code of the environment itself can be used as examples in an advanced Unix/C programming or security course. The environment has been used successfully in both sophomore and senior-level C programming courses, a graduate Unix/C programming course (C and shell programming), and a senior/graduate computer communications security course (Java programming).","PeriodicalId":339926,"journal":{"name":"34th Annual Frontiers in Education, 2004. FIE 2004.","volume":"151 ","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2004-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120879341","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.2004.1408763
R. Goff, M. Vernon, W.R. Green, C.R. Vorster
The activity of real world design is a collaboration of individuals from more than one discipline. To address this important future work environment, student disciplinary design projects were created. For the past seven years, teams of students from the first year engineering design graphics course in the College of Engineering and the second year industrial design studio in the College of Architecture and urban studies have been teamed together to pursue design - build projects. In the initial years, push-pull toys were designed and constructed. Then LEGO programmable RCX bricks were chosen as a medium for the interdisciplinary design projects. Last year, the students were charged with designing and building a "walkmobile" walking device using a rechargeable electric screwdriver as the power source. The paper describes the project evolution over the years and serves as a record of an exciting and creative foundation design effort that promotes true collaborative interdisciplinary design.
{"title":"Using design - build projects to promote interdisciplinary design","authors":"R. Goff, M. Vernon, W.R. Green, C.R. Vorster","doi":"10.1109/FIE.2004.1408763","DOIUrl":"https://doi.org/10.1109/FIE.2004.1408763","url":null,"abstract":"The activity of real world design is a collaboration of individuals from more than one discipline. To address this important future work environment, student disciplinary design projects were created. For the past seven years, teams of students from the first year engineering design graphics course in the College of Engineering and the second year industrial design studio in the College of Architecture and urban studies have been teamed together to pursue design - build projects. In the initial years, push-pull toys were designed and constructed. Then LEGO programmable RCX bricks were chosen as a medium for the interdisciplinary design projects. Last year, the students were charged with designing and building a \"walkmobile\" walking device using a rechargeable electric screwdriver as the power source. The paper describes the project evolution over the years and serves as a record of an exciting and creative foundation design effort that promotes true collaborative interdisciplinary design.","PeriodicalId":339926,"journal":{"name":"34th Annual Frontiers in Education, 2004. FIE 2004.","volume":"93 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":"114238611","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.2004.1408630
T. Prestero, N. Cantor
This paper describes how design that matters has worked with engineering capstone design courses at MIT, Worcester Polytechnic Institute and the University of Cambridge, allowing successive student teams from different universities and engineering disciplines to collaborate on real-world projects for underserved communities in such areas as clean water, medical devices, renewable energy and access to education. We give a short list of projects students have worked on, and we point to some initial indicators of program effectiveness, including survey results and community implementations. We conclude with an overview of lessons learned.
{"title":"Implementation and initial assessment of the design that matters program at MIT and other universities","authors":"T. Prestero, N. Cantor","doi":"10.1109/FIE.2004.1408630","DOIUrl":"https://doi.org/10.1109/FIE.2004.1408630","url":null,"abstract":"This paper describes how design that matters has worked with engineering capstone design courses at MIT, Worcester Polytechnic Institute and the University of Cambridge, allowing successive student teams from different universities and engineering disciplines to collaborate on real-world projects for underserved communities in such areas as clean water, medical devices, renewable energy and access to education. We give a short list of projects students have worked on, and we point to some initial indicators of program effectiveness, including survey results and community implementations. We conclude with an overview of lessons learned.","PeriodicalId":339926,"journal":{"name":"34th Annual Frontiers in Education, 2004. FIE 2004.","volume":"39 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":"114816807","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.2004.1408566
G. Weir
This paper offers an appraisal of commonly available electronic submission methods and acknowledges the need to accommodate local factors in the process of identifying a suitable method. We offer a selection procedure that enables each educator to evaluate alternatives, in a manner that accommodates individual circumstances and subjective weighting of key factors, in order to arrive at a 'best fit' of submission method to local context. This employs a general decision procedure, similar in approach to conjoint analysis, applicable to any context in which an individual wishes to choose between a set of alternative items by subjectively rating their desirability across any set of criteria. The procedure assists by easing the task of identifying the preferred option. We illustrate the use of this selection procedure for electronic coursework submission methods and present a simple software tool that assists in this process.
{"title":"Practical selection of an electronic course work submission procedure","authors":"G. Weir","doi":"10.1109/FIE.2004.1408566","DOIUrl":"https://doi.org/10.1109/FIE.2004.1408566","url":null,"abstract":"This paper offers an appraisal of commonly available electronic submission methods and acknowledges the need to accommodate local factors in the process of identifying a suitable method. We offer a selection procedure that enables each educator to evaluate alternatives, in a manner that accommodates individual circumstances and subjective weighting of key factors, in order to arrive at a 'best fit' of submission method to local context. This employs a general decision procedure, similar in approach to conjoint analysis, applicable to any context in which an individual wishes to choose between a set of alternative items by subjectively rating their desirability across any set of criteria. The procedure assists by easing the task of identifying the preferred option. We illustrate the use of this selection procedure for electronic coursework submission methods and present a simple software tool that assists in this process.","PeriodicalId":339926,"journal":{"name":"34th Annual Frontiers in Education, 2004. FIE 2004.","volume":"687 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":"115833739","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.2004.1408696
D. A. Rogers, P. F. Ribeiro
The very nature of engineering implies a commitment to ethics. Ethics education can occur in a wide variety of engineering courses. Beginning with first-year courses and continuing through the curriculum, students are taught to sort through the facts and constraints of engineering projects and search for solutions that best serve the user. Many students experience a philosophical, historical, and professional approach to the general topic of engineering ethics and social responsibility by taking a formal course in engineering ethics. Professional ethics can be integrated into course or capstone projects. In graduate courses, students receive explicit instruction in research ethics. The graduate who has been through a variety of ethics education experiences is in a better position to leave the university and accept the very serious demands of the vocation.
{"title":"Work in progress - ethics integrated into engineering courses","authors":"D. A. Rogers, P. F. Ribeiro","doi":"10.1109/FIE.2004.1408696","DOIUrl":"https://doi.org/10.1109/FIE.2004.1408696","url":null,"abstract":"The very nature of engineering implies a commitment to ethics. Ethics education can occur in a wide variety of engineering courses. Beginning with first-year courses and continuing through the curriculum, students are taught to sort through the facts and constraints of engineering projects and search for solutions that best serve the user. Many students experience a philosophical, historical, and professional approach to the general topic of engineering ethics and social responsibility by taking a formal course in engineering ethics. Professional ethics can be integrated into course or capstone projects. In graduate courses, students receive explicit instruction in research ethics. The graduate who has been through a variety of ethics education experiences is in a better position to leave the university and accept the very serious demands of the vocation.","PeriodicalId":339926,"journal":{"name":"34th Annual Frontiers in Education, 2004. FIE 2004.","volume":"2013 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":"132136190","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.2004.1408580
John Chen, J. Kadlowec, D. Whittinghill
In this project our goal is to adapt the concept inventory for frequent classroom use, and to implement it in a system to provide rapid feedback to students of their understanding of key concepts being presented. The feedback system acts as the focal point and catalyst to encourage students, working in pairs, to assist each other in correcting misconceptions or deepening each other's understanding of the topic at hand. Furthermore, the system allows the professor to assess the students' level of comprehension (or misconception) in a just-in-time fashion, and thus guides his or her pacing and coverage of the material. The rapid feedback is enabled through wireless-networked handheld computers. In this first year of the study, we have implemented the system in a lower-level, core-engineering course (engineering mechanics: statics). This paper will focus on the motivation for and the design of this project; our presentation will describe results from the first implementation.
{"title":"Work in progress: combining concept inventories with rapid feedback to enhance learning","authors":"John Chen, J. Kadlowec, D. Whittinghill","doi":"10.1109/FIE.2004.1408580","DOIUrl":"https://doi.org/10.1109/FIE.2004.1408580","url":null,"abstract":"In this project our goal is to adapt the concept inventory for frequent classroom use, and to implement it in a system to provide rapid feedback to students of their understanding of key concepts being presented. The feedback system acts as the focal point and catalyst to encourage students, working in pairs, to assist each other in correcting misconceptions or deepening each other's understanding of the topic at hand. Furthermore, the system allows the professor to assess the students' level of comprehension (or misconception) in a just-in-time fashion, and thus guides his or her pacing and coverage of the material. The rapid feedback is enabled through wireless-networked handheld computers. In this first year of the study, we have implemented the system in a lower-level, core-engineering course (engineering mechanics: statics). This paper will focus on the motivation for and the design of this project; our presentation will describe results from the first implementation.","PeriodicalId":339926,"journal":{"name":"34th Annual Frontiers in Education, 2004. FIE 2004.","volume":"284 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":"132231031","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.2004.1408637
L. Moody, J. Burtner
In this paper, a case study of using faculty research as an educational tool for undergraduate students is described. In this case, a preliminary study aimed at developing an integrated understanding of the functional and emotional aspects of user experience with products was conducted. In addition to the primary objectives associated with this aim, the study serves as a educational tool for undergraduate students in industrial engineering and industrial management. The primary objectives of the study are to explore and use a variety of methodologies for developing an integrated understanding of user experience. Undergraduate students in three separate courses participated in the research by: 1) serving as study participants; 2) observing study sessions; and finally, 3) evaluating results. The researchers used the experience to help students improve data analysis skills and to use the results of human factors studies to identify customer needs. Based on the success of this initial endeavor, a variety of follow-up activities are planned.
{"title":"Work in progress-using user experience research to develop needs assessment skills of undergraduates","authors":"L. Moody, J. Burtner","doi":"10.1109/FIE.2004.1408637","DOIUrl":"https://doi.org/10.1109/FIE.2004.1408637","url":null,"abstract":"In this paper, a case study of using faculty research as an educational tool for undergraduate students is described. In this case, a preliminary study aimed at developing an integrated understanding of the functional and emotional aspects of user experience with products was conducted. In addition to the primary objectives associated with this aim, the study serves as a educational tool for undergraduate students in industrial engineering and industrial management. The primary objectives of the study are to explore and use a variety of methodologies for developing an integrated understanding of user experience. Undergraduate students in three separate courses participated in the research by: 1) serving as study participants; 2) observing study sessions; and finally, 3) evaluating results. The researchers used the experience to help students improve data analysis skills and to use the results of human factors studies to identify customer needs. Based on the success of this initial endeavor, a variety of follow-up activities are planned.","PeriodicalId":339926,"journal":{"name":"34th Annual Frontiers in Education, 2004. FIE 2004.","volume":"18 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":"130164190","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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