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
Investing in portable computers for students is a controversial issue. The paper focuses on pedagogical aspects of such an endeavour. It reports on a case study of portable computer use by students in the Master's degree program in Information Technology at Uppsala University, Uppsala, Sweden. The results are promising, indicating that in general students learn more and that they use the computers for collaboration.
{"title":"How do individual portable computers effect students' learning?","authors":"A. Berglund, M. Daniels","doi":"10.1109/FIE.2000.896674","DOIUrl":"https://doi.org/10.1109/FIE.2000.896674","url":null,"abstract":"Investing in portable computers for students is a controversial issue. The paper focuses on pedagogical aspects of such an endeavour. It reports on a case study of portable computer use by students in the Master's degree program in Information Technology at Uppsala University, Uppsala, Sweden. The results are promising, indicating that in general students learn more and that they use the computers for collaboration.","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":"127388941","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 design, build and test (DBT) project was created with the idea that the best way to learn engineering is by doing engineering. The primary goal of a DBT project is to provide students with an experience that is fun, motivating and educational. In addition, a DBT project is designed to be easy to implement. The preeminent feature of a DBT project is the extensive use of science, math, and calculations to guide design efforts prior to construction. Key factors in designing an effective DBT project are: selecting an appealing topic that is amenable to simple prototype construction; using metrics to define the project goal; instituting a mentoring culture; involving substantial mathematical modeling; guiding students using iteration cycles; motivating students by using competition and public presentation; and continuously improving a project by collecting project resources.
{"title":"Using design, build, and test projects to teach engineering","authors":"D. Elger, Steven Beyerlein, Ralph Budwig","doi":"10.1109/FIE.2000.896572","DOIUrl":"https://doi.org/10.1109/FIE.2000.896572","url":null,"abstract":"The design, build and test (DBT) project was created with the idea that the best way to learn engineering is by doing engineering. The primary goal of a DBT project is to provide students with an experience that is fun, motivating and educational. In addition, a DBT project is designed to be easy to implement. The preeminent feature of a DBT project is the extensive use of science, math, and calculations to guide design efforts prior to construction. Key factors in designing an effective DBT project are: selecting an appealing topic that is amenable to simple prototype construction; using metrics to define the project goal; instituting a mentoring culture; involving substantial mathematical modeling; guiding students using iteration cycles; motivating students by using competition and public presentation; and continuously improving a project by collecting project resources.","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":"71 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":"126815523","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 describes a comprehensive assessment plan that was carried out as part of an NSF-funded effort to integrate principles of mechatronics throughout the Mechanical and Electrical Engineering curricula at the University of Detroit Mercy. The project team consists of faculty members from three departments: Electrical and Computer Engineering, Mechanical Engineering, and Education. The focus of the article is a description of how the assessment results have been used to refine one curricular component of the project: the senior-level course in mechatronics. We present an overview of the project, a summary of the assessment framework, initial results of the formative assessment of the mechatronics course, and an evolving model of outcome based curriculum development.
{"title":"Outcomes-based assessment for comprehensive curriculum development in mechatronics","authors":"E. Carlson, S. Yost, M. Krishnan, S. Das","doi":"10.1109/FIE.2000.897652","DOIUrl":"https://doi.org/10.1109/FIE.2000.897652","url":null,"abstract":"The paper describes a comprehensive assessment plan that was carried out as part of an NSF-funded effort to integrate principles of mechatronics throughout the Mechanical and Electrical Engineering curricula at the University of Detroit Mercy. The project team consists of faculty members from three departments: Electrical and Computer Engineering, Mechanical Engineering, and Education. The focus of the article is a description of how the assessment results have been used to refine one curricular component of the project: the senior-level course in mechatronics. We present an overview of the project, a summary of the assessment framework, initial results of the formative assessment of the mechatronics course, and an evolving model of outcome based curriculum development.","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":"37 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":"122020247","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}
Y. Horvath, W. Rice, M. Bokreta, J. Santiago-Avilés
Students are increasingly aware that the faculty are keeping up with the rapid change of information technology at a much slower pace than the student body. The Science and Technology Wing (STWing), a student-run living-learning program at the University of Pennsylvania, has taken on the initiative to create and develop an information technology course for faculty to close this gap. Many benefits for both students and faculty are expected from this experimental program. As a result of their participation in this course, it is expected that faculty will more efficiently make use of the resources that are already available to them. In addition, they will be able to critically and adequately integrate the students' information technology knowledge as tools in their instruction. Undertaking this challenge is expected to enhance the growth and maturation of participating students. Having stepped into the role of "teacher", the students gain insight into the pedagogy and henceforth become better "learners". Surveys will assess the faculty needs and the STWing student members teaching potential. The program will start in March 2000. The paper presents the initial evaluation of the program.
学生们越来越意识到，教师跟上信息技术快速变化的速度比学生群体慢得多。宾夕法尼亚大学(University of Pennsylvania)的学生管理的生活学习项目科技部(STWing)已主动为教师创建和开发一门信息技术课程，以缩小这一差距。这个实验项目将为学生和教师带来许多好处。由于他们参加了这门课程，预计教师将更有效地利用已有的资源。此外，他们将能够批判性地和充分地整合学生的信息技术知识作为他们的教学工具。接受这一挑战有望促进参与学生的成长和成熟。进入“教师”的角色后，学生对教学法有了更深刻的认识，从而成为更好的“学习者”。调查将评估教职员的需要及学生的教学潜力。该项目将于2000年3月开始实施。本文介绍了对该方案的初步评价。
{"title":"A new bridge between faculty and students: students teaching faculty to integrate the student knowledge of information technology into their instruction","authors":"Y. Horvath, W. Rice, M. Bokreta, J. Santiago-Avilés","doi":"10.1109/FIE.2000.896598","DOIUrl":"https://doi.org/10.1109/FIE.2000.896598","url":null,"abstract":"Students are increasingly aware that the faculty are keeping up with the rapid change of information technology at a much slower pace than the student body. The Science and Technology Wing (STWing), a student-run living-learning program at the University of Pennsylvania, has taken on the initiative to create and develop an information technology course for faculty to close this gap. Many benefits for both students and faculty are expected from this experimental program. As a result of their participation in this course, it is expected that faculty will more efficiently make use of the resources that are already available to them. In addition, they will be able to critically and adequately integrate the students' information technology knowledge as tools in their instruction. Undertaking this challenge is expected to enhance the growth and maturation of participating students. Having stepped into the role of \"teacher\", the students gain insight into the pedagogy and henceforth become better \"learners\". Surveys will assess the faculty needs and the STWing student members teaching potential. The program will start in March 2000. The paper presents the initial evaluation of the program.","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":"11 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":"127788455","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 purpose of this article is to present a methodology for teaching design and optimization of microwave structures used as impedance matching elements. To achieve this objective visualization tools were developed in MATLAB.
{"title":"Impedance matching elements [microwave structure teaching]","authors":"V. Parro, F. Pait","doi":"10.1109/FIE.2000.897691","DOIUrl":"https://doi.org/10.1109/FIE.2000.897691","url":null,"abstract":"The purpose of this article is to present a methodology for teaching design and optimization of microwave structures used as impedance matching elements. To achieve this objective visualization tools were developed in MATLAB.","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":"184 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":"125837160","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 Department of Mechanical Engineering at San Diego State University has begun to re-design its introductory mechanical engineering courses. The objectives of these newly designed courses are to incorporate the learner as designer strategy and to positively impact students' conceptual understanding of mechanical engineering concepts. To achieve these objectives, the courses are designed to use virtual reality as a tool that integrates the fundamental concepts of design, analysis and manufacturing. The first implementation of one of these courses afforded an opportunity to study a particular type of learner as designer strategy, the learner as instructional designer strategy. This paper describes the course and the impact of the learner as instructional designer strategy on students' conceptual understanding of and attitude towards mechanical engineering concepts.
{"title":"Virtual reality and learning by design: tools for integrating mechanical engineering concepts","authors":"T. Impelluso, Tina Metoyer-Guidry","doi":"10.1109/FIE.2000.896573","DOIUrl":"https://doi.org/10.1109/FIE.2000.896573","url":null,"abstract":"The Department of Mechanical Engineering at San Diego State University has begun to re-design its introductory mechanical engineering courses. The objectives of these newly designed courses are to incorporate the learner as designer strategy and to positively impact students' conceptual understanding of mechanical engineering concepts. To achieve these objectives, the courses are designed to use virtual reality as a tool that integrates the fundamental concepts of design, analysis and manufacturing. The first implementation of one of these courses afforded an opportunity to study a particular type of learner as designer strategy, the learner as instructional designer strategy. This paper describes the course and the impact of the learner as instructional designer strategy on students' conceptual understanding of and attitude towards mechanical engineering concepts.","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":"125859045","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 disciplines have been changed through the use of the Internet. Education being among those that suffer the most radical changes. In the project Virtual School of Energoprojekt Group we made a prototype implementation with distributed mobile agents. The role of the mobile agent layer in the entire virtual university framework is to provide support for information retrieval from the Internet. Major enhancements of the proposed architecture of our solution involve traditional indexing which is enriched by inclusion of an extended thesaurus. This extended thesaurus is updated by mobile agents by finding useful content on accessible servers. On the servers not allowing access of mobile agents, standard search engines are used and the results of such standard search are analysed by software agents and added to the thesaurus.
{"title":"Improved indexing for distributed virtual university","authors":"V. Pantovic, N. Lazović, D. Starcevic","doi":"10.1109/FIE.2000.896578","DOIUrl":"https://doi.org/10.1109/FIE.2000.896578","url":null,"abstract":"Many disciplines have been changed through the use of the Internet. Education being among those that suffer the most radical changes. In the project Virtual School of Energoprojekt Group we made a prototype implementation with distributed mobile agents. The role of the mobile agent layer in the entire virtual university framework is to provide support for information retrieval from the Internet. Major enhancements of the proposed architecture of our solution involve traditional indexing which is enriched by inclusion of an extended thesaurus. This extended thesaurus is updated by mobile agents by finding useful content on accessible servers. On the servers not allowing access of mobile agents, standard search engines are used and the results of such standard search are analysed by software agents and added to the thesaurus.","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":"27 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":"125886110","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}
Service-learning is a form of instruction which uses community service activities as part of the medium for learning. There are two components: service which actively engages the student in community service; and focused-directed learning. Service learning enhances the engineering curriculum by linking engineering directly to improving society, which makes the profession more appealing and more diverse. At Virginia Commonwealth University (VCU), service-learning has been incorporated into the robotics course. VCU students work with other students from local high schools to design and construct a mobile robot within time, materials and cost constraints. These robots compete in the For Inspiration and Recognition of Science and Technology: FIRST Competition. This paper describes service-learning and the robotics course and how the two are incorporated to enhance the educational experience of the VCU and high school students and provide a service to the Richmond Virginia community.
{"title":"The changing face of classroom instructional methods: service learning and design in a robotics course","authors":"R. Hobson","doi":"10.1109/FIE.2000.896574","DOIUrl":"https://doi.org/10.1109/FIE.2000.896574","url":null,"abstract":"Service-learning is a form of instruction which uses community service activities as part of the medium for learning. There are two components: service which actively engages the student in community service; and focused-directed learning. Service learning enhances the engineering curriculum by linking engineering directly to improving society, which makes the profession more appealing and more diverse. At Virginia Commonwealth University (VCU), service-learning has been incorporated into the robotics course. VCU students work with other students from local high schools to design and construct a mobile robot within time, materials and cost constraints. These robots compete in the For Inspiration and Recognition of Science and Technology: FIRST Competition. This paper describes service-learning and the robotics course and how the two are incorporated to enhance the educational experience of the VCU and high school students and provide a service to the Richmond Virginia community.","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":"83 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":"127128027","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 a Q&A model, which can be used as a basis for the development of educational software using component and framework based software development technology. The Q&A model is used to identify possible questions covering any subject based on Bloom's Taxonomy of learning in a cognitive domain (B.S. Bloom and D.R. Krathwohl, 1984). The proposed vertical framework is applied to an educational domain. It provides a specific pattern designed to be used with cognitive oriented subjects at a higher education level. The proposed framework is described in a document specification manner containing framework main component specifications, component interface definitions, and the pattern to link those components. An application implemented based on this framework is easily adopted, as it requires minimum changes to any learning and teaching environment: teachers can retain their styles of teaching and students can retain their styles of learning.
{"title":"Q&A teaching/learning model as a new basis for developing educational software","authors":"D. Batanov, N. Dimmitt, W. Chookittikul","doi":"10.1109/FIE.2000.897708","DOIUrl":"https://doi.org/10.1109/FIE.2000.897708","url":null,"abstract":"The paper presents a Q&A model, which can be used as a basis for the development of educational software using component and framework based software development technology. The Q&A model is used to identify possible questions covering any subject based on Bloom's Taxonomy of learning in a cognitive domain (B.S. Bloom and D.R. Krathwohl, 1984). The proposed vertical framework is applied to an educational domain. It provides a specific pattern designed to be used with cognitive oriented subjects at a higher education level. The proposed framework is described in a document specification manner containing framework main component specifications, component interface definitions, and the pattern to link those components. An application implemented based on this framework is easily adopted, as it requires minimum changes to any learning and teaching environment: teachers can retain their styles of teaching and students can retain their styles of learning.","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":"37 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":"131361836","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 goal of the Adversarial Testing System is to improve student awareness of software testing by rewarding students for developing good software tests. Students are notorious for submitting solutions to programming assignments with little or no testing. Making part of the grade dependent on developing good software tests that find errors in other students programs avoid encourage effort in testing. The basic idea is to let students submit software tests as well as a program solution. The students would be allowed to run their test cases against their own program and against an oracle (problem solution) created by the instructor.
{"title":"Work in progress : the adversarial testing system","authors":"D. Gustafson, M. Dwyer","doi":"10.1109/FIE.2000.897565","DOIUrl":"https://doi.org/10.1109/FIE.2000.897565","url":null,"abstract":"The goal of the Adversarial Testing System is to improve student awareness of software testing by rewarding students for developing good software tests. Students are notorious for submitting solutions to programming assignments with little or no testing. Making part of the grade dependent on developing good software tests that find errors in other students programs avoid encourage effort in testing. The basic idea is to let students submit software tests as well as a program solution. The students would be allowed to run their test cases against their own program and against an oracle (problem solution) created by the instructor.","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":"95 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":"131619855","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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