Pub Date : 2018-10-01DOI: 10.1109/FIE.2018.8658616
A. Vasilchenko, Å. Cajander, M. Daniels, Madeline Balaam
In the modern fast changing world no formal education is able to provide learners with a complete set of knowledge, skills and competences that they would need to successfully compete on tomorrow’s job market. Therefore, the role of universities is increasingly shifting towards provision of an environment where students have a chance to acquire lifelong learning skills. This paper presents underlying ideas of, and practical experiences with, an innovative pedagogy that addresses the lifelong learning skills acquisition along with additional benefits for science and technology students. The proposed approach, called self-flipped classroom (SFC), is built on a synergy of two pedagogies: learning through making and flipped classroom. To unveil the construct of the SFC, we discuss each of its components individually presenting appropriate theoretical grounding. We also report on our experiences from self-flipped classroom implementations in two countries, UK and Sweden, and in three different educational settings. From our work with the SFC concept we have identified four different roles the students can assume in a SFC scenario: creators, collaborators, communicators, and learners. We present our observations regarding the identified roles that have been found in the studied settings. We also outline some implications for teaching using the SFC concept and future research directions in this space.
{"title":"The Self-Flipped Classroom Concept: Underlying Ideas and Experiences","authors":"A. Vasilchenko, Å. Cajander, M. Daniels, Madeline Balaam","doi":"10.1109/FIE.2018.8658616","DOIUrl":"https://doi.org/10.1109/FIE.2018.8658616","url":null,"abstract":"In the modern fast changing world no formal education is able to provide learners with a complete set of knowledge, skills and competences that they would need to successfully compete on tomorrow’s job market. Therefore, the role of universities is increasingly shifting towards provision of an environment where students have a chance to acquire lifelong learning skills. This paper presents underlying ideas of, and practical experiences with, an innovative pedagogy that addresses the lifelong learning skills acquisition along with additional benefits for science and technology students. The proposed approach, called self-flipped classroom (SFC), is built on a synergy of two pedagogies: learning through making and flipped classroom. To unveil the construct of the SFC, we discuss each of its components individually presenting appropriate theoretical grounding. We also report on our experiences from self-flipped classroom implementations in two countries, UK and Sweden, and in three different educational settings. From our work with the SFC concept we have identified four different roles the students can assume in a SFC scenario: creators, collaborators, communicators, and learners. We present our observations regarding the identified roles that have been found in the studied settings. We also outline some implications for teaching using the SFC concept and future research directions in this space.","PeriodicalId":354904,"journal":{"name":"2018 IEEE Frontiers in Education Conference (FIE)","volume":"57 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124369244","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 : 2018-10-01DOI: 10.1109/FIE.2018.8658654
J. R. Uhlar, Stephen Secules
This Research to Practice Full Paper contributes to the study of undergraduate engineering students’ beliefs and educational experiences. Scholars have documented the educational experiences of students including the marginalization of women and underrepresented racial minority groups. Although the experiences of marginalized groups are likely impacted by privileged and majority student groups, comparatively little research has directly focused on the actions and perspectives of dominant students. Additionally, few studies combine the research methods necessary to examine both student beliefs and classroom actions. In this paper we focus on perspectives and actions of dominant groups which may be linked to marginalization. In particular, we focus on the ways students understand and enact the culture of competition in engineering, which has been linked to marginalizing student experiences and reproduced male demographics. Our study uses ethnographic one-on-one interviews and video-recorded interactions to examine the collaboration and perspectives of two White male students in a 10-person laboratory section of an active learning introductory programming course for electrical engineers. Key findings include students’ posturing about broad academic status and local assignment expertise that seemed to be triggered by prior experience and shared identities. In addition, views of peers as adversaries rather than partners in their work created a competitive interaction which was counterproductive to their learning and work. These findings suggest that students may be triggered into reproducing a competitive masculine engineering culture. Implications for instructors include the possibility that in some cases talking about and reflecting on competitive approaches in lab can potentially shift student behavior.
{"title":"Butting Heads: Competition and Posturing in a Paired Programming Team","authors":"J. R. Uhlar, Stephen Secules","doi":"10.1109/FIE.2018.8658654","DOIUrl":"https://doi.org/10.1109/FIE.2018.8658654","url":null,"abstract":"This Research to Practice Full Paper contributes to the study of undergraduate engineering students’ beliefs and educational experiences. Scholars have documented the educational experiences of students including the marginalization of women and underrepresented racial minority groups. Although the experiences of marginalized groups are likely impacted by privileged and majority student groups, comparatively little research has directly focused on the actions and perspectives of dominant students. Additionally, few studies combine the research methods necessary to examine both student beliefs and classroom actions. In this paper we focus on perspectives and actions of dominant groups which may be linked to marginalization. In particular, we focus on the ways students understand and enact the culture of competition in engineering, which has been linked to marginalizing student experiences and reproduced male demographics. Our study uses ethnographic one-on-one interviews and video-recorded interactions to examine the collaboration and perspectives of two White male students in a 10-person laboratory section of an active learning introductory programming course for electrical engineers. Key findings include students’ posturing about broad academic status and local assignment expertise that seemed to be triggered by prior experience and shared identities. In addition, views of peers as adversaries rather than partners in their work created a competitive interaction which was counterproductive to their learning and work. These findings suggest that students may be triggered into reproducing a competitive masculine engineering culture. Implications for instructors include the possibility that in some cases talking about and reflecting on competitive approaches in lab can potentially shift student behavior.","PeriodicalId":354904,"journal":{"name":"2018 IEEE Frontiers in Education Conference (FIE)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124379842","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 : 2018-10-01DOI: 10.1109/FIE.2018.8659049
R. Darbali-Zamora, Nicolas Cobo-Yepes, E. Ortiz-Rivera, Erick E. Aponte-Bezares, Amilcar A. Rincon-Charris
This paper presents an educational perspective into the Puerto Rico CubeSat Project and its objective in preparing undergraduate students into graduate level studies in the field of aerospace engineering. The Puerto Rico CubeSat is a joint effort between the NASA Puerto Rico Space Grant, the University of Puerto Rico-Mayagüez, and other educational entities which promotes space science education. Among its many initiatives lies the Puerto Rico CubeSat project. CubeSats are miniature satellite originally designed for space science exploration. CubeSats are cube shaped micro scaled satellites of low mass and size targeted to perform a wide range of tasks, such as imaging, weather monitoring, gathering information collecting and transmitting data. Each group specializes in a specific engineering field: power, electronics, controls communications, electromagnetics and computing tasked with developing each components of the CubeSat. A project methodology was established and applied to the development of each subsystem of the CubeSat. This methodology consists of a combination of Hands on Learning (HOL) and Project Based Learning (PBL) approaches to help students acquire the necessary skills to succeed in a graduate level environment. The expected impact was not only to encourage and train undergraduate students into a graduate environment, but to develop a teaching platform that can be adapted by other institutions.
{"title":"Applying HOL/PBL to Prepare Undergraduate Students into Graduate Level Studies in the Field of Aerospace Engineering Using the Puerto Rico CubeSat Project Initiative","authors":"R. Darbali-Zamora, Nicolas Cobo-Yepes, E. Ortiz-Rivera, Erick E. Aponte-Bezares, Amilcar A. Rincon-Charris","doi":"10.1109/FIE.2018.8659049","DOIUrl":"https://doi.org/10.1109/FIE.2018.8659049","url":null,"abstract":"This paper presents an educational perspective into the Puerto Rico CubeSat Project and its objective in preparing undergraduate students into graduate level studies in the field of aerospace engineering. The Puerto Rico CubeSat is a joint effort between the NASA Puerto Rico Space Grant, the University of Puerto Rico-Mayagüez, and other educational entities which promotes space science education. Among its many initiatives lies the Puerto Rico CubeSat project. CubeSats are miniature satellite originally designed for space science exploration. CubeSats are cube shaped micro scaled satellites of low mass and size targeted to perform a wide range of tasks, such as imaging, weather monitoring, gathering information collecting and transmitting data. Each group specializes in a specific engineering field: power, electronics, controls communications, electromagnetics and computing tasked with developing each components of the CubeSat. A project methodology was established and applied to the development of each subsystem of the CubeSat. This methodology consists of a combination of Hands on Learning (HOL) and Project Based Learning (PBL) approaches to help students acquire the necessary skills to succeed in a graduate level environment. The expected impact was not only to encourage and train undergraduate students into a graduate environment, but to develop a teaching platform that can be adapted by other institutions.","PeriodicalId":354904,"journal":{"name":"2018 IEEE Frontiers in Education Conference (FIE)","volume":"112 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124258980","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 : 2018-10-01DOI: 10.1109/FIE.2018.8658742
Nusaybah Abu-Mulaweh, W. Oakes
This Innovative Practice Full Paper presents an approach to computing, project based service-learning. Service-learning, also called community-engagement and community-based learning, strives to mold students into lifelong learners who are mindful of their communities and the world around them by developing their critical thinking capabilities and helping them acquire knowledge to aid them in understanding the world. Although service learning is not new to computing curriculum, literature and resources are scarce. At Purdue University, the Engineering Projects in Community Service (EPICS) program offers service-learning design courses to undergraduate students from many disciplines. This study focuses on students engaged in software-based projects. An analysis of the reflections from three project teams show that students are learning through the design process, value the mentoring within the team and the impact of their community partners on themselves and their view of their profession.
{"title":"Student Learning in Computing-Based Service-Learning","authors":"Nusaybah Abu-Mulaweh, W. Oakes","doi":"10.1109/FIE.2018.8658742","DOIUrl":"https://doi.org/10.1109/FIE.2018.8658742","url":null,"abstract":"This Innovative Practice Full Paper presents an approach to computing, project based service-learning. Service-learning, also called community-engagement and community-based learning, strives to mold students into lifelong learners who are mindful of their communities and the world around them by developing their critical thinking capabilities and helping them acquire knowledge to aid them in understanding the world. Although service learning is not new to computing curriculum, literature and resources are scarce. At Purdue University, the Engineering Projects in Community Service (EPICS) program offers service-learning design courses to undergraduate students from many disciplines. This study focuses on students engaged in software-based projects. An analysis of the reflections from three project teams show that students are learning through the design process, value the mentoring within the team and the impact of their community partners on themselves and their view of their profession.","PeriodicalId":354904,"journal":{"name":"2018 IEEE Frontiers in Education Conference (FIE)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117115663","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 : 2018-10-01DOI: 10.1109/FIE.2018.8658515
Usenime M. Akpanudo, James L. Huff, Allison Godwin
In this full research paper, we bring into focus the interplay of conformity to masculine social norms and demographic characteristics (i.e., gender, race/ethnicity, institutional settings) among undergraduate engineering students in the United States. We approached this study with an exploratory, non-experimental design that involved examining patterns of relationship between the conformity to masculine social norms and demographic characteristics of respondents. Our data were obtained from of survey responses by engineering students (n=128) in first-year general engineering courses at three universities in the Southeastern United States. We operationalized conformity to masculine social norms using the Conformity to Masculinity Social Norms Inventory (CMNI-22). Our results revealed moderate to low conformity to masculine social norms among engineering students in first-year general engineering courses. Overall, student demographic characteristics appeared to have weak to limited influence on levels of conformity. However, the institutional setting interacted significantly with both gender and race/ethnicity such that male students at the public research university setting and white students in the same setting reported significantly higher levels of conformity to masculine social norms than students in other demographic categories. We discuss these findings as they enrich understanding about how institutional contexts might affect gendered social norms related to engineering professional formation.
{"title":"Exploration of Relationships between Conformity to Masculine Social Norms and Demographic Characteristics","authors":"Usenime M. Akpanudo, James L. Huff, Allison Godwin","doi":"10.1109/FIE.2018.8658515","DOIUrl":"https://doi.org/10.1109/FIE.2018.8658515","url":null,"abstract":"In this full research paper, we bring into focus the interplay of conformity to masculine social norms and demographic characteristics (i.e., gender, race/ethnicity, institutional settings) among undergraduate engineering students in the United States. We approached this study with an exploratory, non-experimental design that involved examining patterns of relationship between the conformity to masculine social norms and demographic characteristics of respondents. Our data were obtained from of survey responses by engineering students (n=128) in first-year general engineering courses at three universities in the Southeastern United States. We operationalized conformity to masculine social norms using the Conformity to Masculinity Social Norms Inventory (CMNI-22). Our results revealed moderate to low conformity to masculine social norms among engineering students in first-year general engineering courses. Overall, student demographic characteristics appeared to have weak to limited influence on levels of conformity. However, the institutional setting interacted significantly with both gender and race/ethnicity such that male students at the public research university setting and white students in the same setting reported significantly higher levels of conformity to masculine social norms than students in other demographic categories. We discuss these findings as they enrich understanding about how institutional contexts might affect gendered social norms related to engineering professional formation.","PeriodicalId":354904,"journal":{"name":"2018 IEEE Frontiers in Education Conference (FIE)","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117179636","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 : 2018-10-01DOI: 10.1109/FIE.2018.8658511
R. M. Pereira, F. D. Silva, C. Silla
This Innovative Practice Full Paper is grounded in the theme of teaching algorithms and programming to students with Special Educational Needs and Disabilities (SENDs) which is an increasingly difficult task for educators. The inclusion of SENDs in this context, makes the teaching task even more challenging, since in addition to the students’ physical limitations, there is also the non-preparation of the teachers for specialized education. Among the SENDs, the students with visual impairment present one of the biggest obstacles in teaching algorithms. Considering the previously described context, this work proposes a method that uses Physical Flowcharts and Screen Readers in order to assist teaching algorithms to Visually Impaired students. To investigate the effectiveness of our method, a study was carried out in a Visually Impaired group of five students using the proposed method. The results of this study indicate that our method is promising and may be used in the future to help students with this kind of special needs.
{"title":"Teaching Algorithms for Visually Impaired and Blind Students using Physical Flowcharts and Screen Readers","authors":"R. M. Pereira, F. D. Silva, C. Silla","doi":"10.1109/FIE.2018.8658511","DOIUrl":"https://doi.org/10.1109/FIE.2018.8658511","url":null,"abstract":"This Innovative Practice Full Paper is grounded in the theme of teaching algorithms and programming to students with Special Educational Needs and Disabilities (SENDs) which is an increasingly difficult task for educators. The inclusion of SENDs in this context, makes the teaching task even more challenging, since in addition to the students’ physical limitations, there is also the non-preparation of the teachers for specialized education. Among the SENDs, the students with visual impairment present one of the biggest obstacles in teaching algorithms. Considering the previously described context, this work proposes a method that uses Physical Flowcharts and Screen Readers in order to assist teaching algorithms to Visually Impaired students. To investigate the effectiveness of our method, a study was carried out in a Visually Impaired group of five students using the proposed method. The results of this study indicate that our method is promising and may be used in the future to help students with this kind of special needs.","PeriodicalId":354904,"journal":{"name":"2018 IEEE Frontiers in Education Conference (FIE)","volume":"64 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117189269","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 : 2018-10-01DOI: 10.1109/FIE.2018.8658653
J. Stolk, Tess F. Edmonds
This Work-in-Progress Research paper presents preliminary findings from a larger study on how and why individuals engage in educational change initiatives within institutional and multi-institutional settings. In this paper, we quantitatively explore the learning beliefs, professional identities, and educational values of individuals involved in change efforts, and we examine how these beliefs, identities, and values align or misalign with those of their colleagues or institutions. Our pilot data reveal significant differences between participants’ self-evaluation and institutional evaluation of beliefs, identities, and values around education. For example, educators rate their own conceptions of learning as more student-centered, and their educational goals as broader, than what they perceive among colleagues at their institution. Within faculty groups from the same school, we see examples of both strong alignment and strong misalignment in educational beliefs, values, and identities. While our investigation is ongoing, we believe this research has the potential to help changemakers develop greater awareness of their own points-of-view, and to more effectively converse with potential collaborators about specific areas of alignment and misalignment that could affect change processes and outcomes.
{"title":"Educational Change Initiatives: Misalignments Between Changemakers and Their Institutions","authors":"J. Stolk, Tess F. Edmonds","doi":"10.1109/FIE.2018.8658653","DOIUrl":"https://doi.org/10.1109/FIE.2018.8658653","url":null,"abstract":"This Work-in-Progress Research paper presents preliminary findings from a larger study on how and why individuals engage in educational change initiatives within institutional and multi-institutional settings. In this paper, we quantitatively explore the learning beliefs, professional identities, and educational values of individuals involved in change efforts, and we examine how these beliefs, identities, and values align or misalign with those of their colleagues or institutions. Our pilot data reveal significant differences between participants’ self-evaluation and institutional evaluation of beliefs, identities, and values around education. For example, educators rate their own conceptions of learning as more student-centered, and their educational goals as broader, than what they perceive among colleagues at their institution. Within faculty groups from the same school, we see examples of both strong alignment and strong misalignment in educational beliefs, values, and identities. While our investigation is ongoing, we believe this research has the potential to help changemakers develop greater awareness of their own points-of-view, and to more effectively converse with potential collaborators about specific areas of alignment and misalignment that could affect change processes and outcomes.","PeriodicalId":354904,"journal":{"name":"2018 IEEE Frontiers in Education Conference (FIE)","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120896163","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 : 2018-10-01DOI: 10.1109/FIE.2018.8658503
Raul Andrade, João Brunet
This Research to Practice Full Paper presents a study on the evaluation of qualitative aspects of students’ programs in an introductory programming course. Approaches have been proposed in order to address the quality of the source code, but they typically focus on automated analysis of syntactic aspects which might lead to generic feedback. In this study, we investigate if, by including students as evaluators, we could provide personalized feedback on the quality of source code. To do so, we applied a survey with assignments and their respective source codes answered by students in previous terms. Teachers and students analyze those source codes and gave suggestions to improve them qualitatively and, we found that most students identified code quality aspects with a similarity equal to or greater than 50% in comparison to teachers’ and that similarity increases as students progress in the course. We found that students are particularly good at finding and giving feedback on complexity issues. This study may lead to further investigations on addressing source code quality on collaborative learning, and may also support the development of lint-like tools, once it yields detailed information on how students provide feedback regarding source code quality.
{"title":"Can students help themselves? An investigation of students’ feedback on the quality of the source code","authors":"Raul Andrade, João Brunet","doi":"10.1109/FIE.2018.8658503","DOIUrl":"https://doi.org/10.1109/FIE.2018.8658503","url":null,"abstract":"This Research to Practice Full Paper presents a study on the evaluation of qualitative aspects of students’ programs in an introductory programming course. Approaches have been proposed in order to address the quality of the source code, but they typically focus on automated analysis of syntactic aspects which might lead to generic feedback. In this study, we investigate if, by including students as evaluators, we could provide personalized feedback on the quality of source code. To do so, we applied a survey with assignments and their respective source codes answered by students in previous terms. Teachers and students analyze those source codes and gave suggestions to improve them qualitatively and, we found that most students identified code quality aspects with a similarity equal to or greater than 50% in comparison to teachers’ and that similarity increases as students progress in the course. We found that students are particularly good at finding and giving feedback on complexity issues. This study may lead to further investigations on addressing source code quality on collaborative learning, and may also support the development of lint-like tools, once it yields detailed information on how students provide feedback regarding source code quality.","PeriodicalId":354904,"journal":{"name":"2018 IEEE Frontiers in Education Conference (FIE)","volume":"71 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121068514","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 : 2018-10-01DOI: 10.1109/FIE.2018.8658688
L. P. Scatalon, Maria Lydia Fioravanti, J. Prates, R. E. García, E. Barbosa
This research full paper presents a study on graduates’ knowledge gaps in software testing according to industry needs. Several studies indicate that students graduate from computing programs with a knowledge gap in software testing. In this sense, we aimed to investigate in details this broader testing gap, by considering gaps in the level of testing topics. We conducted a survey with Brazilian practitioners in order to collect data (N=90). For each testing topic, knowledge gaps were calculated as the difference between what respondents’ learned/practiced in undergraduate courses and what they actually applied in industry after graduating. Results provide evidence on points that could be improved in software testing education. Firstly, for all testing topics there was a negative gap on practice activities. This means that students could benefit from more testing assignments throughout the curriculum. Regarding gaps in concepts, some testing topics presented negative gaps (such as test in web applications) and others positive (such as test in aspect oriented software and mutation analysis). Therefore, results suggest that it is possible to counterbalance them in order to reduce the existing gaps. We also present respondents’ opinions about their experience in software testing education and industry practices.
{"title":"A survey on graduates’ curriculum-based knowledge gaps in software testing","authors":"L. P. Scatalon, Maria Lydia Fioravanti, J. Prates, R. E. García, E. Barbosa","doi":"10.1109/FIE.2018.8658688","DOIUrl":"https://doi.org/10.1109/FIE.2018.8658688","url":null,"abstract":"This research full paper presents a study on graduates’ knowledge gaps in software testing according to industry needs. Several studies indicate that students graduate from computing programs with a knowledge gap in software testing. In this sense, we aimed to investigate in details this broader testing gap, by considering gaps in the level of testing topics. We conducted a survey with Brazilian practitioners in order to collect data (N=90). For each testing topic, knowledge gaps were calculated as the difference between what respondents’ learned/practiced in undergraduate courses and what they actually applied in industry after graduating. Results provide evidence on points that could be improved in software testing education. Firstly, for all testing topics there was a negative gap on practice activities. This means that students could benefit from more testing assignments throughout the curriculum. Regarding gaps in concepts, some testing topics presented negative gaps (such as test in web applications) and others positive (such as test in aspect oriented software and mutation analysis). Therefore, results suggest that it is possible to counterbalance them in order to reduce the existing gaps. We also present respondents’ opinions about their experience in software testing education and industry practices.","PeriodicalId":354904,"journal":{"name":"2018 IEEE Frontiers in Education Conference (FIE)","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127355898","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 : 2018-10-01DOI: 10.1109/FIE.2018.8659052
R. Layton, Russell A. Long, S. Lord, M. Ohland, Marisa K. Orr, Nichole M. Ramirez
This workshop introduces data and tools for investigating undergraduate persistence metrics using R. Student record data are from MIDFIELD, a database of registrars’ data from US institutions. The stratified data sample includes demographic, term, course, and degree information for 98,000 students from 1987 to 2016. The midfieldr package provides functions for determining persistence metrics such as graduation rates or program stickiness and for grouping findings by institution, program, sex, and race/ethnicity. The goal of the workshop is to share our data, methods, and metrics for intersectional research in student persistence. The workshop is designed for R beginners.
{"title":"Making MIDFIELD More Accessible: A Workshop for R Beginners","authors":"R. Layton, Russell A. Long, S. Lord, M. Ohland, Marisa K. Orr, Nichole M. Ramirez","doi":"10.1109/FIE.2018.8659052","DOIUrl":"https://doi.org/10.1109/FIE.2018.8659052","url":null,"abstract":"This workshop introduces data and tools for investigating undergraduate persistence metrics using R. Student record data are from MIDFIELD, a database of registrars’ data from US institutions. The stratified data sample includes demographic, term, course, and degree information for 98,000 students from 1987 to 2016. The midfieldr package provides functions for determining persistence metrics such as graduation rates or program stickiness and for grouping findings by institution, program, sex, and race/ethnicity. The goal of the workshop is to share our data, methods, and metrics for intersectional research in student persistence. The workshop is designed for R beginners.","PeriodicalId":354904,"journal":{"name":"2018 IEEE Frontiers in Education Conference (FIE)","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125152000","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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