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 recent survey of engineering professionals found that they spent 44% of their time writing, and almost all sometimes wrote as members of a team. Yet E&T students, who typically struggle with writing tasks, generally write as individuals and are evaluated only by their professors. This paper discusses a rationale and methods to provide students with experience in writing collaboratively and critiquing one another's writing. I argue that collaborative writing promotes active learning and provides students with experience working as part of a team. Peer review gives students experience in critical thinking and promotes editorial skills. These classroom techniques raise students' comfort level at having their work evaluated by others in a professional setting. Course evaluation feedback and follow-up surveying confirm that students who complete the course are more likely to write collaboratively in future courses, and students report that they will seek collaborative writing opportunities in the workplace.
{"title":"Teaching collaborative writing and peer review techniques to engineering and technology undergraduates","authors":"S. Nelson","doi":"10.1109/FIE.2000.896636","DOIUrl":"https://doi.org/10.1109/FIE.2000.896636","url":null,"abstract":"A recent survey of engineering professionals found that they spent 44% of their time writing, and almost all sometimes wrote as members of a team. Yet E&T students, who typically struggle with writing tasks, generally write as individuals and are evaluated only by their professors. This paper discusses a rationale and methods to provide students with experience in writing collaboratively and critiquing one another's writing. I argue that collaborative writing promotes active learning and provides students with experience working as part of a team. Peer review gives students experience in critical thinking and promotes editorial skills. These classroom techniques raise students' comfort level at having their work evaluated by others in a professional setting. Course evaluation feedback and follow-up surveying confirm that students who complete the course are more likely to write collaboratively in future courses, and students report that they will seek collaborative writing opportunities in the workplace.","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":"128869173","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 our subject: "File Organization and Processing", a classical computer science subject, we decided to introduce a floppy disk drive hardware dissection in order to motivate students with a different type of work, a true engineer's work as it is perceived by society. We asked teams to disassemble, reassemble, explain the working principles, compare, and write an assembly-disassembly manual of the drive. The authors present their experiences and our outcomes. We found that dissection is a motivating task that not only worked as desired, increasing the retention, but also improved the team productivity. Each team managed to build an adequate environment to develop its own style of work. The mixed nature of the requested work, with tactile, intellectual, research, analysis and organizational requirements was addressed to each member's personal style and allowed them to find a common way of working, subordinating their personal prominence to the efficiency of the whole.
{"title":"Hardware dissection in computer science as a tool to improve teamwork","authors":"M. Feldgen, O. Clúa","doi":"10.1109/FIE.2000.896615","DOIUrl":"https://doi.org/10.1109/FIE.2000.896615","url":null,"abstract":"In our subject: \"File Organization and Processing\", a classical computer science subject, we decided to introduce a floppy disk drive hardware dissection in order to motivate students with a different type of work, a true engineer's work as it is perceived by society. We asked teams to disassemble, reassemble, explain the working principles, compare, and write an assembly-disassembly manual of the drive. The authors present their experiences and our outcomes. We found that dissection is a motivating task that not only worked as desired, increasing the retention, but also improved the team productivity. Each team managed to build an adequate environment to develop its own style of work. The mixed nature of the requested work, with tactile, intellectual, research, analysis and organizational requirements was addressed to each member's personal style and allowed them to find a common way of working, subordinating their personal prominence to the efficiency of the whole.","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":"26 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":"127059473","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}
C.B. Margi, O. Vilcachagua, I. Stiubiener, R. M. Silveira, G. Bressan, W.V. Ruggiero
The paper describes some experiences with online Web courses. To manage the courses, we developed a system, the "WEB Course Control" (WebCC). This software allows the monitoring of student navigation over the instructional material, providing important feedback to the instructional designer through collected statistics, such as most accessed pages or media, frequency and size of navigation jumps. Some of these statistics are presented and discussed.
{"title":"An online Web course environment and its application","authors":"C.B. Margi, O. Vilcachagua, I. Stiubiener, R. M. Silveira, G. Bressan, W.V. Ruggiero","doi":"10.1109/FIE.2000.897633","DOIUrl":"https://doi.org/10.1109/FIE.2000.897633","url":null,"abstract":"The paper describes some experiences with online Web courses. To manage the courses, we developed a system, the \"WEB Course Control\" (WebCC). This software allows the monitoring of student navigation over the instructional material, providing important feedback to the instructional designer through collected statistics, such as most accessed pages or media, frequency and size of navigation jumps. Some of these statistics are presented and discussed.","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":"19 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":"124153312","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 order to meet some of the objectives of the ABET (Accreditation Board for Engineering and Technology) 2000 criteria and to bring real-world issues to engineering classrooms, many different engineering educational materials were developed by two of the authors. The materials consist of written case studies, videos and CD-ROMs. They were used in engineering classrooms at different universities. In this paper, we discuss the evaluation of the courseware entitled "Della Power Plant" in engineering classrooms. In this courseware, the engineering and management issues surrounding the heavy vibration of a turbine-generator unit in a power plant are discussed. The Della CD-ROM won the 1998 Premier Award for Excellence in Engineering Education Courseware. Subsequently, this courseware has been administered in engineering and business classrooms at Auburn University and at a minority engineering program at Alabama A&M University. Two of the authors evaluated the effectiveness of the courseware in these classrooms as a means of integrating engineering theory and practice. They found that the case study method of teaching received favorable responses from the students. The comments from the students were sprinkled with phrases such as "real life", "real situation" and "real world". We believe that widespread use of courseware similar to the one discussed in this paper could develop the skills and techniques necessary for engineering practice and bring theory and practice together. It could also help realize many of the ABET 2000 criteria.
{"title":"Evaluation of an engineering education courseware across different campuses","authors":"P. K. Raju, C. S. Sankar, G. Halpin, J. Good","doi":"10.1109/FIE.2000.897660","DOIUrl":"https://doi.org/10.1109/FIE.2000.897660","url":null,"abstract":"In order to meet some of the objectives of the ABET (Accreditation Board for Engineering and Technology) 2000 criteria and to bring real-world issues to engineering classrooms, many different engineering educational materials were developed by two of the authors. The materials consist of written case studies, videos and CD-ROMs. They were used in engineering classrooms at different universities. In this paper, we discuss the evaluation of the courseware entitled \"Della Power Plant\" in engineering classrooms. In this courseware, the engineering and management issues surrounding the heavy vibration of a turbine-generator unit in a power plant are discussed. The Della CD-ROM won the 1998 Premier Award for Excellence in Engineering Education Courseware. Subsequently, this courseware has been administered in engineering and business classrooms at Auburn University and at a minority engineering program at Alabama A&M University. Two of the authors evaluated the effectiveness of the courseware in these classrooms as a means of integrating engineering theory and practice. They found that the case study method of teaching received favorable responses from the students. The comments from the students were sprinkled with phrases such as \"real life\", \"real situation\" and \"real world\". We believe that widespread use of courseware similar to the one discussed in this paper could develop the skills and techniques necessary for engineering practice and bring theory and practice together. It could also help realize many of the ABET 2000 criteria.","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":"72 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":"124575051","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}
Recent changes in engineering education have focused on improving students' communication skills and increasing their understanding of ethical dimensions of engineering practices. Unfortunately the interrelations between ethics and communication are often overlooked, and these connections can actually improve development of both skills sets. As engineering educators, we can play an important role in ensuring that our engineering graduates are able to address a wide range of audiences clearly with correct and complete information. By working to ensure our students have-and value-the ability to address a variety of audiences, we can help raise public knowledge on technical issues and thereby impact the ethical content of the decisions made on them. This paper introduces the fundamentals of audience analysis and demonstrates how these principles can be applied in engineering courses.
{"title":"Using audience accommodation for effective and ethical communication","authors":"J.M. Williams, E. Wheeler","doi":"10.1109/FIE.2000.896628","DOIUrl":"https://doi.org/10.1109/FIE.2000.896628","url":null,"abstract":"Recent changes in engineering education have focused on improving students' communication skills and increasing their understanding of ethical dimensions of engineering practices. Unfortunately the interrelations between ethics and communication are often overlooked, and these connections can actually improve development of both skills sets. As engineering educators, we can play an important role in ensuring that our engineering graduates are able to address a wide range of audiences clearly with correct and complete information. By working to ensure our students have-and value-the ability to address a variety of audiences, we can help raise public knowledge on technical issues and thereby impact the ethical content of the decisions made on them. This paper introduces the fundamentals of audience analysis and demonstrates how these principles can be applied in engineering courses.","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":"30 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":"116338151","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 the implementation of an interactive computer based tutorial for MATLAB. Students are engaged in learning new concepts and syntax with video, audio, and interactive exercises. The interactive exercises, which are a distinguishing feature of the tutorial, use a specially designed exercise window which has a background software interface to MATLAB. The learner is challenged with problems in the exercise window immediately after covering new concepts. Hints, example solutions, multiple choice quizzes and test problems, requiring the use of proper MATLAB structure and syntax, add to the learning experience. Student input has played an important role in the development of this tutorial. Student feedback has led to useful improvements, which were integrated into the tutorial. Student evaluation results, which are presented in the paper, indicate great promise for this approach to teaching MATLAB and, by extension, other programming languages. The paper also describes various difficulties and problems encountered in developing this computer based tutorial, which may provide some useful guidelines for others who are considering computer based instruction. Note that an Internet site, www.m-tutor.usask.ca is available, where the reader can obtain more information on the tutorial.
{"title":"An interactive computer-based tutorial for MATLAB","authors":"B.L.F. Daku, K. Jeffrey","doi":"10.1109/FIE.2000.896544","DOIUrl":"https://doi.org/10.1109/FIE.2000.896544","url":null,"abstract":"The paper describes the implementation of an interactive computer based tutorial for MATLAB. Students are engaged in learning new concepts and syntax with video, audio, and interactive exercises. The interactive exercises, which are a distinguishing feature of the tutorial, use a specially designed exercise window which has a background software interface to MATLAB. The learner is challenged with problems in the exercise window immediately after covering new concepts. Hints, example solutions, multiple choice quizzes and test problems, requiring the use of proper MATLAB structure and syntax, add to the learning experience. Student input has played an important role in the development of this tutorial. Student feedback has led to useful improvements, which were integrated into the tutorial. Student evaluation results, which are presented in the paper, indicate great promise for this approach to teaching MATLAB and, by extension, other programming languages. The paper also describes various difficulties and problems encountered in developing this computer based tutorial, which may provide some useful guidelines for others who are considering computer based instruction. Note that an Internet site, www.m-tutor.usask.ca is available, where the reader can obtain more information on the tutorial.","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":"69 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":"121953750","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}
Over the years, the role of the classroom professor has been defined using various descriptors. Some regard the professor as coach, trainer, mentor, facilitator, or presenter, along with a multitude of other titles all designed to indicate a master purveyor of knowledge. Regardless of the name chosen for the professor, certain fundamental characteristics and traits form the foundation of a truly effective professor, a professor that touches not only the intellect but the very heart and soul of the students. All faculty members, especially those with limited teaching experience, can gain valuable insights into improving their teaching effectiveness by simply emulating the styles of outstanding professors, master teachers. The question becomes one of identifying the defining features of these outstanding professors. The paper discusses the characteristics of an effective professor.
{"title":"Characteristics and traits of an effective professor","authors":"R. Martinazzi, Jerry Samples","doi":"10.1109/FIE.2000.896581","DOIUrl":"https://doi.org/10.1109/FIE.2000.896581","url":null,"abstract":"Over the years, the role of the classroom professor has been defined using various descriptors. Some regard the professor as coach, trainer, mentor, facilitator, or presenter, along with a multitude of other titles all designed to indicate a master purveyor of knowledge. Regardless of the name chosen for the professor, certain fundamental characteristics and traits form the foundation of a truly effective professor, a professor that touches not only the intellect but the very heart and soul of the students. All faculty members, especially those with limited teaching experience, can gain valuable insights into improving their teaching effectiveness by simply emulating the styles of outstanding professors, master teachers. The question becomes one of identifying the defining features of these outstanding professors. The paper discusses the characteristics of an effective professor.","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":"106 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":"128935132","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}
Conventional engineering and engineering technology courses may teach students how to design functional products, but almost never address the very practical problem of meeting regulatory requirements. The paper discusses actual instrumentation and some of the design specifications and modifications that were implemented to meet the requirements of various regulatory agencies. Both hardware and software considerations are discussed. Requirements to gain approval from the following agencies are considered: 1. Underwriter Lab Listing (UL). 2. Third party testing agencies. 3. FDA for Laser Safety. 4. Compliance engineering (C.E. Marking). 5. R.F. and EMI testing. 6. FDA Premarket Notification, 510 k. An understanding of the requirements from regulatory agencies leads to better product design and reduces product development time. Case histories of actual products that were submitted by the author and approved by various regulatory agencies are presented.
{"title":"Designing and testing products to meet the requirements of regulatory agencies","authors":"M. Marcus","doi":"10.1109/FIE.2000.897647","DOIUrl":"https://doi.org/10.1109/FIE.2000.897647","url":null,"abstract":"Conventional engineering and engineering technology courses may teach students how to design functional products, but almost never address the very practical problem of meeting regulatory requirements. The paper discusses actual instrumentation and some of the design specifications and modifications that were implemented to meet the requirements of various regulatory agencies. Both hardware and software considerations are discussed. Requirements to gain approval from the following agencies are considered: 1. Underwriter Lab Listing (UL). 2. Third party testing agencies. 3. FDA for Laser Safety. 4. Compliance engineering (C.E. Marking). 5. R.F. and EMI testing. 6. FDA Premarket Notification, 510 k. An understanding of the requirements from regulatory agencies leads to better product design and reduces product development time. Case histories of actual products that were submitted by the author and approved by various regulatory agencies are presented.","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":"4 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":"128894538","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 Electrical and Computer Engineering Department at Rose-Hulman Institute of Technology requires all graduates to complete a year long (3 quarter) design project sequence. The sequence was first offered in the 1997-1998 academic year. The project series involves student teams working on externally sponsored design projects. The paper presents a discussion of the organization of the sequence specifically from the academic and pedagogical standpoint-team formation, team and individual performance assessment, design reviews, and written and oral communication assessment. The peer evaluation and assessment process, the project application procedure and the related forms are presented and discussed. Additionally, scheduling and human resource (faculty and staff) issues are discussed. A summary of the results from the three academic year offerings and proposed changes is included.
{"title":"Pedagogical and organizational components and issues of externally sponsored senior design teams","authors":"D. Moore, B. Farbrother","doi":"10.1109/FIE.2000.897680","DOIUrl":"https://doi.org/10.1109/FIE.2000.897680","url":null,"abstract":"The Electrical and Computer Engineering Department at Rose-Hulman Institute of Technology requires all graduates to complete a year long (3 quarter) design project sequence. The sequence was first offered in the 1997-1998 academic year. The project series involves student teams working on externally sponsored design projects. The paper presents a discussion of the organization of the sequence specifically from the academic and pedagogical standpoint-team formation, team and individual performance assessment, design reviews, and written and oral communication assessment. The peer evaluation and assessment process, the project application procedure and the related forms are presented and discussed. Additionally, scheduling and human resource (faculty and staff) issues are discussed. A summary of the results from the three academic year offerings and proposed changes is included.","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":"13 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":"123722757","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 students with widely varying backgrounds are required to take an introductory programming course in computer science (CS). Mississippi State University has three courses in introductory programming that reach these concepts and differ only in the programming language that they use. Currently these courses are taught in a lecture only format with programming assignments required as part of the students' grades. Many of these introductory programming students struggle with the concepts in these classes. The wide availability of the World Wide Web to these students provides us with an opportunity to develop supplemental course material for these students to help demonstrate the basic concepts, and advance the students' capabilities in developing computer programs to solve a variety of problems. This paper discusses an experiment undertaken to determine the effectiveness of such Web based instructional material and asynchronous learning activities on student performance in an introductory programming class.
许多背景各异的学生都被要求参加计算机科学(CS)的编程入门课程。密西西比州立大学(Mississippi State University)有三门编程入门课程，都涉及到这些概念，只是它们使用的编程语言不同。目前，这些课程仅以讲座形式授课，编程作业是学生成绩的一部分。许多编程入门的学生都在努力理解这些课程中的概念。万维网对这些学生的广泛可用性为我们提供了一个为这些学生开发补充课程材料的机会，以帮助他们展示基本概念，并提高学生开发计算机程序解决各种问题的能力。本文讨论了一项实验，以确定这种基于Web的教学材料和异步学习活动对学生在编程入门课上的表现的有效性。
{"title":"Assessment of the effectiveness of instructional technology in the CS introductory programming classes","authors":"D. Reese, N. Miller","doi":"10.1109/FIE.2000.896645","DOIUrl":"https://doi.org/10.1109/FIE.2000.896645","url":null,"abstract":"Many students with widely varying backgrounds are required to take an introductory programming course in computer science (CS). Mississippi State University has three courses in introductory programming that reach these concepts and differ only in the programming language that they use. Currently these courses are taught in a lecture only format with programming assignments required as part of the students' grades. Many of these introductory programming students struggle with the concepts in these classes. The wide availability of the World Wide Web to these students provides us with an opportunity to develop supplemental course material for these students to help demonstrate the basic concepts, and advance the students' capabilities in developing computer programs to solve a variety of problems. This paper discusses an experiment undertaken to determine the effectiveness of such Web based instructional material and asynchronous learning activities on student performance in an introductory programming class.","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":"43 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":"130537440","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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