30th Annual Frontiers in Education Conference. Building on A Century of Progress in Engineering Education. Conference Proceedings (IEEE Cat. No.00CH37135)最新文献
A new curriculum option has been added to the EET (Electrical Engineering Technology) program with an emphasis on computers-CpET. This paper describes the rationale for initiating such an option and the lengthy process to establish the content and obtain approval. In addition to presenting the final curriculum, it discusses the impact the change has had on the regular EET program and suggests that a general increase in enrollment is due in part to the new option.
{"title":"Computer engineering technology-a new option","authors":"T. W. Schultz","doi":"10.1109/FIE.2000.897667","DOIUrl":"https://doi.org/10.1109/FIE.2000.897667","url":null,"abstract":"A new curriculum option has been added to the EET (Electrical Engineering Technology) program with an emphasis on computers-CpET. This paper describes the rationale for initiating such an option and the lengthy process to establish the content and obtain approval. In addition to presenting the final curriculum, it discusses the impact the change has had on the regular EET program and suggests that a general increase in enrollment is due in part to the new option.","PeriodicalId":371740,"journal":{"name":"30th Annual Frontiers in Education Conference. Building on A Century of Progress in Engineering Education. Conference Proceedings (IEEE Cat. No.00CH37135)","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2000-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115146945","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}
In 1971, about 100 engineering educators from industry, and academia gathered in Atlanta for the first Frontiers in Education (FIE) conference. Its leaders had a vision, and moved creatively to implement the vision. The journey through the conferences, which we call FIE, is worth documenting, as the conference has become a premier and often imitated conference. Some educators have been involved right from the beginning and continue. Others have disembarked, but many new contributors have joined. The paper documents some data. The paper is also an attempt to study the impact of the conference on engineering education over the last 30 years. What issues have been resolved? What new issues have emerged? What issues continue? What might emerge in the future? Of necessity, it contains some personal observations.
{"title":"A journey through the FIE bookshelf-1971-2000","authors":"E.C. Jones","doi":"10.1109/FIE.2000.897669","DOIUrl":"https://doi.org/10.1109/FIE.2000.897669","url":null,"abstract":"In 1971, about 100 engineering educators from industry, and academia gathered in Atlanta for the first Frontiers in Education (FIE) conference. Its leaders had a vision, and moved creatively to implement the vision. The journey through the conferences, which we call FIE, is worth documenting, as the conference has become a premier and often imitated conference. Some educators have been involved right from the beginning and continue. Others have disembarked, but many new contributors have joined. The paper documents some data. The paper is also an attempt to study the impact of the conference on engineering education over the last 30 years. What issues have been resolved? What new issues have emerged? What issues continue? What might emerge in the future? Of necessity, it contains some personal observations.","PeriodicalId":371740,"journal":{"name":"30th Annual Frontiers in Education Conference. Building on A Century of Progress in Engineering Education. Conference Proceedings (IEEE Cat. No.00CH37135)","volume":"436 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2000-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124248618","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}
There are many examples where individuals and groups have embraced new technology to enhance learning and capture new markets. Invariably difficulties arise from infrastructure requirements, lack of standards and the inertia of faculty and student populations to change. RMIT University recognising the need to change and the threat of inaction have developed and implemented a corporate strategy. This paper describes how the change has been achieved through: a corporate teaching and learning strategy focused on student centred approaches; a conscious identification of flexible delivery and assessment through the use of computers; the need to define and deliver graduate attributes consistent with professional practice and accrediting bodies. The Information Technology Alignment Program (ITAP) and the Distributed Learning System (DLS) have been established to provide a standard university wide infrastructure and interface for program development and delivery. Changes of this magnitude and nature are not possible over a very short period. Progress and experience to date are described, including processes adopted in the Faculty of Engineering to involve all faculty staff and their resulting response. What we believe is unique, is the resolve and resources that the university has committed (5% of budget, approximately A$16 M) to meet this educational challenge in a corporate way in an environment where individual academic practices has dominated.
{"title":"A corporate approach to the introduction of flexible delivery education","authors":"F. Payne, J. Ball, R. Snow","doi":"10.1109/FIE.2000.896575","DOIUrl":"https://doi.org/10.1109/FIE.2000.896575","url":null,"abstract":"There are many examples where individuals and groups have embraced new technology to enhance learning and capture new markets. Invariably difficulties arise from infrastructure requirements, lack of standards and the inertia of faculty and student populations to change. RMIT University recognising the need to change and the threat of inaction have developed and implemented a corporate strategy. This paper describes how the change has been achieved through: a corporate teaching and learning strategy focused on student centred approaches; a conscious identification of flexible delivery and assessment through the use of computers; the need to define and deliver graduate attributes consistent with professional practice and accrediting bodies. The Information Technology Alignment Program (ITAP) and the Distributed Learning System (DLS) have been established to provide a standard university wide infrastructure and interface for program development and delivery. Changes of this magnitude and nature are not possible over a very short period. Progress and experience to date are described, including processes adopted in the Faculty of Engineering to involve all faculty staff and their resulting response. What we believe is unique, is the resolve and resources that the university has committed (5% of budget, approximately A$16 M) to meet this educational challenge in a corporate way in an environment where individual academic practices has dominated.","PeriodicalId":371740,"journal":{"name":"30th Annual Frontiers in Education Conference. Building on A Century of Progress in Engineering Education. Conference Proceedings (IEEE Cat. No.00CH37135)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2000-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121004126","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}
The paper presents the components and design philosophy used to develop a graduate-level reliability engineering course, EE 497, that is currently being delivered to students at a distance. CD based lectures with Mathematica(R) interactive tutorials and online discussions are interwoven to provide students with a rich environment for learning the complex concepts and procedures common to reliability engineering. Material relevance is reinforced with Web links and Internet search activities. Statistical properties and distributions are demonstrated and made tractable through a set of Mathematica(R) tutorials. In these activities, students interactively vary statistical parameters to see their effect, thus developing a thorough understanding of the concepts. Finally, a FirstClass(R) environment is used as an asynchronous classroom and information exchange center where students may interact with their professor and peers.
{"title":"Teaching reliability engineering to working engineers","authors":"A. Mayers, S. K. Kurtz","doi":"10.1109/FIE.2000.896551","DOIUrl":"https://doi.org/10.1109/FIE.2000.896551","url":null,"abstract":"The paper presents the components and design philosophy used to develop a graduate-level reliability engineering course, EE 497, that is currently being delivered to students at a distance. CD based lectures with Mathematica(R) interactive tutorials and online discussions are interwoven to provide students with a rich environment for learning the complex concepts and procedures common to reliability engineering. Material relevance is reinforced with Web links and Internet search activities. Statistical properties and distributions are demonstrated and made tractable through a set of Mathematica(R) tutorials. In these activities, students interactively vary statistical parameters to see their effect, thus developing a thorough understanding of the concepts. Finally, a FirstClass(R) environment is used as an asynchronous classroom and information exchange center where students may interact with their professor and peers.","PeriodicalId":371740,"journal":{"name":"30th Annual Frontiers in Education Conference. Building on A Century of Progress in Engineering Education. Conference Proceedings (IEEE Cat. No.00CH37135)","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2000-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127198470","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}
The important skill of building confidence in one's analysis through sanity and cross-checking is often poorly acquired by engineering students. An introductory circuit analysis class presents an ideal opportunity in which to emphasize and measure this skill, since problems can typically be worked with a number of different methods or worked "backwards" to provide cross-checks. This paper reports on a two-semester experiment in which students were required to provide a confidence rating for all exam and quiz answers. The structure allowed for expressing positive confidence (confidence that an answer is correct), negative confidence (confidence that an answer is incorrect) and neutral confidence. A confidence score that measured how well the students evaluated the correctness or incorrectness of their answers was combined with a traditional problem score to form the exam score. We present numerical results of this experiment, which yield potentially valuable conclusions regarding students' perceptions of the correctness of their answers.
{"title":"Measuring (and enhancing?) student confidence with confidence scores","authors":"David W Petr","doi":"10.1109/FIE.2000.897657","DOIUrl":"https://doi.org/10.1109/FIE.2000.897657","url":null,"abstract":"The important skill of building confidence in one's analysis through sanity and cross-checking is often poorly acquired by engineering students. An introductory circuit analysis class presents an ideal opportunity in which to emphasize and measure this skill, since problems can typically be worked with a number of different methods or worked \"backwards\" to provide cross-checks. This paper reports on a two-semester experiment in which students were required to provide a confidence rating for all exam and quiz answers. The structure allowed for expressing positive confidence (confidence that an answer is correct), negative confidence (confidence that an answer is incorrect) and neutral confidence. A confidence score that measured how well the students evaluated the correctness or incorrectness of their answers was combined with a traditional problem score to form the exam score. We present numerical results of this experiment, which yield potentially valuable conclusions regarding students' perceptions of the correctness of their answers.","PeriodicalId":371740,"journal":{"name":"30th Annual Frontiers in Education Conference. Building on A Century of Progress in Engineering Education. Conference Proceedings (IEEE Cat. No.00CH37135)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2000-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126854488","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}
ABET 2000 requires new approaches to quality control and continuous improvement in engineering programs. It is instructive to analyze this control in terms familiar to the engineering community and to consider the implications for classroom and program level practices. A common approach to program assessment is to monitor success statistically. This is analogous to using statistical process control with the educational program as the process and students as the inputs and outputs. It can identify problems but not suggest solutions. The paper explores an alternative view in which the student is the process and performance on program outcomes is the output. It models ABET 2000 and other outcome based education methods in these terms and points out consequences for assessment and instruction. Feedback control of learning as a student-centered process explains why certain instructional and assessment techniques are "best practices" and requires a significant departure from traditional methods.
{"title":"A student-centered feedback control model of the educational process","authors":"M. Shor, Robby Robson","doi":"10.1109/FIE.2000.896606","DOIUrl":"https://doi.org/10.1109/FIE.2000.896606","url":null,"abstract":"ABET 2000 requires new approaches to quality control and continuous improvement in engineering programs. It is instructive to analyze this control in terms familiar to the engineering community and to consider the implications for classroom and program level practices. A common approach to program assessment is to monitor success statistically. This is analogous to using statistical process control with the educational program as the process and students as the inputs and outputs. It can identify problems but not suggest solutions. The paper explores an alternative view in which the student is the process and performance on program outcomes is the output. It models ABET 2000 and other outcome based education methods in these terms and points out consequences for assessment and instruction. Feedback control of learning as a student-centered process explains why certain instructional and assessment techniques are \"best practices\" and requires a significant departure from traditional methods.","PeriodicalId":371740,"journal":{"name":"30th Annual Frontiers in Education Conference. Building on A Century of Progress in Engineering Education. Conference Proceedings (IEEE Cat. No.00CH37135)","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2000-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116195959","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}
Many colleges and universities have developed acceptable use policies (AUPs) governing the use of the Internet by their students and staff. These policies range from very general to very specific, but most are a mixture of the two. AUPs provide a fertile ground for exploring such topics as first amendment rights, ethics, and privacy issues with our students. Most faculty and students today accept e-mail as a fact of daily life. As use of the Internet and e-mail booms, colleges and universities are struggling to develop acceptable use policies (AUPs) that are broad enough to cover offences not yet conceived of but narrow enough to cover specific issues. I discuss a variety of AUPs I have examined from institutions ranging from small, private engineering schools to large research universities.
{"title":"Acceptable use policies and electronic mail: what are the frontiers?","authors":"Barbara Olds","doi":"10.1109/FIE.2000.896667","DOIUrl":"https://doi.org/10.1109/FIE.2000.896667","url":null,"abstract":"Many colleges and universities have developed acceptable use policies (AUPs) governing the use of the Internet by their students and staff. These policies range from very general to very specific, but most are a mixture of the two. AUPs provide a fertile ground for exploring such topics as first amendment rights, ethics, and privacy issues with our students. Most faculty and students today accept e-mail as a fact of daily life. As use of the Internet and e-mail booms, colleges and universities are struggling to develop acceptable use policies (AUPs) that are broad enough to cover offences not yet conceived of but narrow enough to cover specific issues. I discuss a variety of AUPs I have examined from institutions ranging from small, private engineering schools to large research universities.","PeriodicalId":371740,"journal":{"name":"30th Annual Frontiers in Education Conference. Building on A Century of Progress in Engineering Education. Conference Proceedings (IEEE Cat. No.00CH37135)","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2000-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122767934","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}
W. Moreno, J. Leffew, O. Cardenas, N. Ramos, N. Pernalete, F. Díaz, V. Alvarado
Recent observations confirm the escalating concern of the general engineering educational community about enhancing the teaching of traditional control theory courses. The objective of this project is to improve the learning experience in a new industrial control laboratory using the latest techniques in instructional technology by incorporating newly developed software tools in order to better deliver, not only the mathematical foundation, but also to enhance the important relationship of the interdisciplinary nature of a typical introductory control course in engineering. At the University of South Florida, Department of Electrical Engineering, an effort is under way to develop a set of control laboratory experiments in a Web-managed environment to introduce the students to techniques needed for the design and implementation of automatic industrial control systems. The conclusions and future work section estimate the impact of the innovations on the student, teacher and department.
{"title":"Integrating instructional technology methodologies in a state of the art industrial control laboratory","authors":"W. Moreno, J. Leffew, O. Cardenas, N. Ramos, N. Pernalete, F. Díaz, V. Alvarado","doi":"10.1109/FIE.2000.897686","DOIUrl":"https://doi.org/10.1109/FIE.2000.897686","url":null,"abstract":"Recent observations confirm the escalating concern of the general engineering educational community about enhancing the teaching of traditional control theory courses. The objective of this project is to improve the learning experience in a new industrial control laboratory using the latest techniques in instructional technology by incorporating newly developed software tools in order to better deliver, not only the mathematical foundation, but also to enhance the important relationship of the interdisciplinary nature of a typical introductory control course in engineering. At the University of South Florida, Department of Electrical Engineering, an effort is under way to develop a set of control laboratory experiments in a Web-managed environment to introduce the students to techniques needed for the design and implementation of automatic industrial control systems. The conclusions and future work section estimate the impact of the innovations on the student, teacher and department.","PeriodicalId":371740,"journal":{"name":"30th Annual Frontiers in Education Conference. Building on A Century of Progress in Engineering Education. Conference Proceedings (IEEE Cat. No.00CH37135)","volume":"101 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2000-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116678247","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}
Students in BAE 465: Biomedical Engineering Applications have been writing projects for the World Wide Web (WWW) since 1994. During that time, 170 students completed 47 projects. These projects have allowed students to learn technical material and develop Web skills, to produce permanent, professional examples of their scholarly work, and to write for a large and diverse audience. The students approached these projects with more enthusiasm and pride than normal term papers and valued their resultant products. With these projects, students have became both authors and authorities in an area of biomedical engineering.
{"title":"Writing for the Web: student authors and authorities","authors":"S. Blanchard, M. P. Carter","doi":"10.1109/FIE.2000.896560","DOIUrl":"https://doi.org/10.1109/FIE.2000.896560","url":null,"abstract":"Students in BAE 465: Biomedical Engineering Applications have been writing projects for the World Wide Web (WWW) since 1994. During that time, 170 students completed 47 projects. These projects have allowed students to learn technical material and develop Web skills, to produce permanent, professional examples of their scholarly work, and to write for a large and diverse audience. The students approached these projects with more enthusiasm and pride than normal term papers and valued their resultant products. With these projects, students have became both authors and authorities in an area of biomedical engineering.","PeriodicalId":371740,"journal":{"name":"30th Annual Frontiers in Education Conference. Building on A Century of Progress in Engineering Education. Conference Proceedings (IEEE Cat. No.00CH37135)","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2000-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129922113","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}
The recently developed National Science Education Standards (NSES) have the overall goal of making scientific literacy, in all of our citizens, a reality in the 21st century. The NSES science standards address content in science and technology as well as science as inquiry, science in personal and social perspectives, and the history and nature of science in grades K-4, 5-8 and 9-12. We have examined the extent to which the NSES support the teaching of engineering principles and design within the traditional science content areas. We have identified sections within the standards that adequately address the need for exposing students to engineering and technology. We have also identified sections where engineering and technology are not included but where we believe that they have a major role. The paper is a summary of our findings and recommendations.
{"title":"How do the National Science Education Standards support the teaching of engineering principles and design?","authors":"M. Fadali, Mike Robinson","doi":"10.1109/FIE.2000.897616","DOIUrl":"https://doi.org/10.1109/FIE.2000.897616","url":null,"abstract":"The recently developed National Science Education Standards (NSES) have the overall goal of making scientific literacy, in all of our citizens, a reality in the 21st century. The NSES science standards address content in science and technology as well as science as inquiry, science in personal and social perspectives, and the history and nature of science in grades K-4, 5-8 and 9-12. We have examined the extent to which the NSES support the teaching of engineering principles and design within the traditional science content areas. We have identified sections within the standards that adequately address the need for exposing students to engineering and technology. We have also identified sections where engineering and technology are not included but where we believe that they have a major role. The paper is a summary of our findings and recommendations.","PeriodicalId":371740,"journal":{"name":"30th Annual Frontiers in Education Conference. Building on A Century of Progress in Engineering Education. Conference Proceedings (IEEE Cat. No.00CH37135)","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2000-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123952793","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}
30th Annual Frontiers in Education Conference. Building on A Century of Progress in Engineering Education. Conference Proceedings (IEEE Cat. No.00CH37135)
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