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
AIM-Lab (Automated Internet Measurement Laboratory), an Internet-based remote laboratory on semiconductor device characterization, is used in the distance learning programs at Rensselaer Polytechnic Institute and at the Norwegian University of Science and Technology. Specifically, we apply AIM-Lab in first year graduate/senior courses on semiconductor device modeling. We report improvements on the AIM-Lab using low-cost computer boards for data acquisition.
{"title":"Low-cost modules for remote engineering education: performing laboratory experiments over the Internet","authors":"Hong Shen, M. Shur, T. Fjeldly, K. Smith","doi":"10.1109/FIE.2000.897568","DOIUrl":"https://doi.org/10.1109/FIE.2000.897568","url":null,"abstract":"AIM-Lab (Automated Internet Measurement Laboratory), an Internet-based remote laboratory on semiconductor device characterization, is used in the distance learning programs at Rensselaer Polytechnic Institute and at the Norwegian University of Science and Technology. Specifically, we apply AIM-Lab in first year graduate/senior courses on semiconductor device modeling. We report improvements on the AIM-Lab using low-cost computer boards for data acquisition.","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":"10 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":"125328095","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}
Assessment has become a subject of great interest to engineering educators. This is part of a larger trend toward emphasizing student learning outcomes in higher education, undertaken both to demonstrate accountability and to improve instruction. Traditionally, engineering educators have focused assessment around students' mastery of content knowledge and skills. The processes of the Master of Science in Electrical Engineering (MSEE) program offered by Kansas State University will be assessed in a variety of ways. These include input from students, employers, and faculty.
{"title":"Assessing student learning in a distance education environment","authors":"M. Morcos, D. Soldan","doi":"10.1109/FIE.2000.896672","DOIUrl":"https://doi.org/10.1109/FIE.2000.896672","url":null,"abstract":"Assessment has become a subject of great interest to engineering educators. This is part of a larger trend toward emphasizing student learning outcomes in higher education, undertaken both to demonstrate accountability and to improve instruction. Traditionally, engineering educators have focused assessment around students' mastery of content knowledge and skills. The processes of the Master of Science in Electrical Engineering (MSEE) program offered by Kansas State University will be assessed in a variety of ways. These include input from students, employers, and faculty.","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":"125546220","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 the past two decades, large numbers of Chinese engineering students have come to the US to pursue graduate studies. These Chinese students brought their drastically different learning styles to America's engineering classrooms and laboratories. Today, Chinese engineers play an important role in American high tech industry. Their success demonstrates that it is possible for students of different cultural background and learning style to excel in America's engineering education system. The bigger question is: can we improve engineering education in both the US and China by learning from each other's success and failure? The author presents his personal observations of the differences between the traditional Chinese education system and the modern American way of teaching and learning and provides his opinions on how to improve engineering education in both countries.
{"title":"East meets west: making the best of two worlds","authors":"Yu Morton","doi":"10.1109/FIE.2000.897644","DOIUrl":"https://doi.org/10.1109/FIE.2000.897644","url":null,"abstract":"In the past two decades, large numbers of Chinese engineering students have come to the US to pursue graduate studies. These Chinese students brought their drastically different learning styles to America's engineering classrooms and laboratories. Today, Chinese engineers play an important role in American high tech industry. Their success demonstrates that it is possible for students of different cultural background and learning style to excel in America's engineering education system. The bigger question is: can we improve engineering education in both the US and China by learning from each other's success and failure? The author presents his personal observations of the differences between the traditional Chinese education system and the modern American way of teaching and learning and provides his opinions on how to improve engineering education in both countries.","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":"124 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":"123203348","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 summarizes effective teaching techniques for engineering identified during one of the technical sessions of the 1999 Frontiers in Education Conference in San Juan, Puerto Rico (A. Klinger, 1999). The paper involves the perspectives of twelve experienced college teachers engaged in a round-table discussion of "Ways to improve a classroom environment" and "Behaviors to avoid in the classroom". Those ideas are discussed and then supplemented with general advice and specific suggestions from the experience of the authors. Advice presented in the paper could benefit any teacher seeking to improve classroom effectiveness.
{"title":"Improving the classroom environment","authors":"Allen Klinger, C. Finelli, Dan D. Budny","doi":"10.1109/FIE.2000.897528","DOIUrl":"https://doi.org/10.1109/FIE.2000.897528","url":null,"abstract":"The paper summarizes effective teaching techniques for engineering identified during one of the technical sessions of the 1999 Frontiers in Education Conference in San Juan, Puerto Rico (A. Klinger, 1999). The paper involves the perspectives of twelve experienced college teachers engaged in a round-table discussion of \"Ways to improve a classroom environment\" and \"Behaviors to avoid in the classroom\". Those ideas are discussed and then supplemented with general advice and specific suggestions from the experience of the authors. Advice presented in the paper could benefit any teacher seeking to improve classroom effectiveness.","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":"6 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":"123362199","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}
All 1100 first-year students at the US Military Academy at West Point are required to take the course CS105 ("Introduction to Computing"), in which we teach basic information technology (IT) concepts and introduce the cadets to problem solving that forms the foundation of the engineering design methodology. The cadets must leave our course with enough understanding to thrive as students and officers in an increasingly digitized Army, and our goal is to integrate the IT (particularly networking) and programming lessons without sacrificing understanding of problem solving and basic programming constructs. By teaching problem-solving in the IT domain, instead of teaching IT and programming in distinct phases, we hope the synergy will provide a deeper understanding of information infrastructures. We ran a pilot during the Spring term of the academic year 1999-2000 to evaluate our success at achieving synergy between the IT and programming topics. The results from the pilot are very encouraging. Based on subjective evaluations by instructors and term-end exam results, it seems that we've achieved our goal of improving the cadets' understanding of both IT and problem-solving concepts.
{"title":"Integrating information technology and programming in a freshmen computer science course","authors":"M. D. R. Raymond, Donald J. Welch","doi":"10.1109/FIE.2000.897663","DOIUrl":"https://doi.org/10.1109/FIE.2000.897663","url":null,"abstract":"All 1100 first-year students at the US Military Academy at West Point are required to take the course CS105 (\"Introduction to Computing\"), in which we teach basic information technology (IT) concepts and introduce the cadets to problem solving that forms the foundation of the engineering design methodology. The cadets must leave our course with enough understanding to thrive as students and officers in an increasingly digitized Army, and our goal is to integrate the IT (particularly networking) and programming lessons without sacrificing understanding of problem solving and basic programming constructs. By teaching problem-solving in the IT domain, instead of teaching IT and programming in distinct phases, we hope the synergy will provide a deeper understanding of information infrastructures. We ran a pilot during the Spring term of the academic year 1999-2000 to evaluate our success at achieving synergy between the IT and programming topics. The results from the pilot are very encouraging. Based on subjective evaluations by instructors and term-end exam results, it seems that we've achieved our goal of improving the cadets' understanding of both IT and problem-solving 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":"24 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":"126512621","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 National Center for Supercomputing Applications (NCSA) at the University of Illinois at Urbana-Champaign (UIUC) is lead academic institution for the Army Research Laboratory Major Shared Resource Center Programming Environment and Training Program (ARL MSRC PET). This program is part of the Department of Defense (DoD) high performance computing modernization program. ARL MSRC PET has a scientific advancement, outreach and training mission. With US-wide faculty and ARL engineers and scientists, the ARL MSRC PET training team offered its summer intern program in high performance computing (HPC) in 1998, 1999, and will again in 2000. It encourages young Americans to consider computer science and engineering careers in DoD and elsewhere. A program focus is outreach to under-represented minorities and women. Mentors and program administrators play a crucial role. The paper discusses the development of this innovative government-university collaborative education program and lessons learned for those wishing to establish similar programs to introduce young Americans to real-life HPC research and applications.
{"title":"Building the next generation of high performance computing researchers in engineering and science: the NCSA/ARL MSRC PET summer internship program","authors":"M.B. Walker, E. Grove, V.A. To","doi":"10.1109/FIE.2000.896556","DOIUrl":"https://doi.org/10.1109/FIE.2000.896556","url":null,"abstract":"The National Center for Supercomputing Applications (NCSA) at the University of Illinois at Urbana-Champaign (UIUC) is lead academic institution for the Army Research Laboratory Major Shared Resource Center Programming Environment and Training Program (ARL MSRC PET). This program is part of the Department of Defense (DoD) high performance computing modernization program. ARL MSRC PET has a scientific advancement, outreach and training mission. With US-wide faculty and ARL engineers and scientists, the ARL MSRC PET training team offered its summer intern program in high performance computing (HPC) in 1998, 1999, and will again in 2000. It encourages young Americans to consider computer science and engineering careers in DoD and elsewhere. A program focus is outreach to under-represented minorities and women. Mentors and program administrators play a crucial role. The paper discusses the development of this innovative government-university collaborative education program and lessons learned for those wishing to establish similar programs to introduce young Americans to real-life HPC research and applications.","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":"61 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":"114096457","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}
Magaly Moreno, M. Besterfield-Sacre, L. Shuman, H. Wolfe, C. Atman
With the establishment of the challenging Engineering Criteria 2000 (EC-2000) accreditation guidelines, institutions must obtain a more informed understanding of students' underlying knowledge, skills, and attitudes as they begin, matriculate, and eventually complete their engineering studies. As engineering educators collect information about how students demonstrate achievement in the "a-k" outcomes, questions arise as to whether differences exist between student groups, specifically gender and ethnicity differences. Such differences may potentially affect a student's performance and persistence in engineering. Prior research indicates that engineering students' initial attitudes, along with gender and ethnicity, are linked to first term probation and retention in the freshman year. How they are linked to achievement of the EC-2000 outcomes is still an open question. At the University of Pittsburgh, we are investigating how confidence in the outcomes changes throughout a student's undergraduate engineering career and how these self-assessed outcomes correlate with other 'a-k' outcome metrics. As part of the larger study, the paper explores the issue of how confidence in the outcomes is influenced by gender and ethnicity factors at the freshman level. Using the Pittsburgh Freshman Engineering Attitude Post-Survey/sup TM/ and data from 16 US engineering schools, who took the questionnaire during the 1998-99 academic year, we have found a number of significant and consistent differences in the 11 outcomes with respect to student gender and ethnicity.
随着具有挑战性的工程标准2000 (EC-2000)认证指南的建立，各院校必须在学生开始、入学和最终完成工程学习时，对学生的基本知识、技能和态度有更深入的了解。随着工程教育工作者收集有关学生如何在“a-k”成绩中表现出成就的信息，学生群体之间是否存在差异，特别是性别和种族差异的问题就出现了。这种差异可能会潜在地影响学生在工程方面的表现和坚持。先前的研究表明，工科学生最初的态度，以及性别和种族，与第一年的第一学期试用期和留校率有关。它们如何与欧共体-2000成果的实现联系起来，仍是一个悬而未决的问题。在匹兹堡大学(University of Pittsburgh)，我们正在调查学生对结果的信心在整个本科工程职业生涯中是如何变化的，以及这些自我评估的结果如何与其他“a-k”结果指标相关联。作为更大规模研究的一部分，本文探讨了新生对结果的信心如何受到性别和种族因素的影响。利用匹兹堡大学新生工程态度调查(sup TM)和来自16所美国工程学院的数据，他们在1998-99学年接受了问卷调查，我们发现了11项结果中关于学生性别和种族的一些显著和一致的差异。
{"title":"Self-assessed confidence in EC-2000 outcomes: a study of gender and ethnicity differences across institutions","authors":"Magaly Moreno, M. Besterfield-Sacre, L. Shuman, H. Wolfe, C. Atman","doi":"10.1109/FIE.2000.897524","DOIUrl":"https://doi.org/10.1109/FIE.2000.897524","url":null,"abstract":"With the establishment of the challenging Engineering Criteria 2000 (EC-2000) accreditation guidelines, institutions must obtain a more informed understanding of students' underlying knowledge, skills, and attitudes as they begin, matriculate, and eventually complete their engineering studies. As engineering educators collect information about how students demonstrate achievement in the \"a-k\" outcomes, questions arise as to whether differences exist between student groups, specifically gender and ethnicity differences. Such differences may potentially affect a student's performance and persistence in engineering. Prior research indicates that engineering students' initial attitudes, along with gender and ethnicity, are linked to first term probation and retention in the freshman year. How they are linked to achievement of the EC-2000 outcomes is still an open question. At the University of Pittsburgh, we are investigating how confidence in the outcomes changes throughout a student's undergraduate engineering career and how these self-assessed outcomes correlate with other 'a-k' outcome metrics. As part of the larger study, the paper explores the issue of how confidence in the outcomes is influenced by gender and ethnicity factors at the freshman level. Using the Pittsburgh Freshman Engineering Attitude Post-Survey/sup TM/ and data from 16 US engineering schools, who took the questionnaire during the 1998-99 academic year, we have found a number of significant and consistent differences in the 11 outcomes with respect to student gender and ethnicity.","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":"45 5","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2000-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114113212","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 man machine interface (MMI) is a useful tool in the control process allowing access to and from the programmable logic controllers (PLCs). The project deals with an MMI emulator running on laptops and PCs and designed to be 100% compatible with a real MMI. The emulator application is written in LabView which allows excellent graphics and easy programming. The MMI emulator is a user-friendly tool for setting up control applications and service having all the Windows facilities and sharing the PC resources.
{"title":"A graphic MMI emulator project for PCs","authors":"D. Popovici","doi":"10.1109/FIE.2000.897692","DOIUrl":"https://doi.org/10.1109/FIE.2000.897692","url":null,"abstract":"The man machine interface (MMI) is a useful tool in the control process allowing access to and from the programmable logic controllers (PLCs). The project deals with an MMI emulator running on laptops and PCs and designed to be 100% compatible with a real MMI. The emulator application is written in LabView which allows excellent graphics and easy programming. The MMI emulator is a user-friendly tool for setting up control applications and service having all the Windows facilities and sharing the PC 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":"10 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":"120976469","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 preparation of students for design problem solving is an important aspect of engineering education. While it may appear obvious that senior engineering students will be more adept at solving design problems than freshmen engineering students, this perceived progress should be measured and quantified. Analysis of the factors a student considers when approaching an engineering design problem will provide a means of measuring and quantifying the differences of the abilities of students. A study was conducted in which 93 engineering students (both freshmen and seniors) were asked to list the factors one would consider in solving a particular large scale engineering design problem. The responses of the students were videotaped and then transcribed. Two coding schemes were developed to categorize the statements that students made while discussing design factors, first by physical location of the topic of the factor, and secondly by the frame of reference in which the factor is mentioned. In this paper, the transcribed responses of 25 students are described and discussed within the framework of the two categorization schemes. The goal of this preliminary analysis was to validate the coding scheme that will be applied to the full data set.
{"title":"Engineering design factors: how broadly do students define problems?","authors":"Laura L. Bogusch, J. Turns, C. Atman","doi":"10.1109/FIE.2000.896664","DOIUrl":"https://doi.org/10.1109/FIE.2000.896664","url":null,"abstract":"The preparation of students for design problem solving is an important aspect of engineering education. While it may appear obvious that senior engineering students will be more adept at solving design problems than freshmen engineering students, this perceived progress should be measured and quantified. Analysis of the factors a student considers when approaching an engineering design problem will provide a means of measuring and quantifying the differences of the abilities of students. A study was conducted in which 93 engineering students (both freshmen and seniors) were asked to list the factors one would consider in solving a particular large scale engineering design problem. The responses of the students were videotaped and then transcribed. Two coding schemes were developed to categorize the statements that students made while discussing design factors, first by physical location of the topic of the factor, and secondly by the frame of reference in which the factor is mentioned. In this paper, the transcribed responses of 25 students are described and discussed within the framework of the two categorization schemes. The goal of this preliminary analysis was to validate the coding scheme that will be applied to the full data set.","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":"8 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":"122702022","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}
Teaching software engineering by means of student involvement in the team development of a product is the most effective way to teach the main issues of software engineering. Some of its difficulties are those of coordinating their work, measuring the time spent by the students (both in individual work and in meetings) and making sure that meeting time will not be excessive. Starting in the academic year 1998/1999, we assessed, improved and documented the development process for the student projects and found that measurement is one of the outstanding issues to be considered. Each week, the students report the time spent on the different project activities. We present and analyze the measurement results for our 16 student teams (each one with around 6 students). It is interesting to note that the time spent in meetings is usually too long, ranging from 46% in the requirements analysis phase to 21% in coding, mainly due to problems of coordination. Results from previous years are analyzed and presented to the following year's students for feedback. In the present year (2000), we have decreased the amount of time spent by the student doing group work, and improved the effectiveness and coordination of the teams.
{"title":"Effort measurement in student software engineering projects","authors":"J. Tuya, J. García-Fanjul","doi":"10.1109/FIE.2000.897672","DOIUrl":"https://doi.org/10.1109/FIE.2000.897672","url":null,"abstract":"Teaching software engineering by means of student involvement in the team development of a product is the most effective way to teach the main issues of software engineering. Some of its difficulties are those of coordinating their work, measuring the time spent by the students (both in individual work and in meetings) and making sure that meeting time will not be excessive. Starting in the academic year 1998/1999, we assessed, improved and documented the development process for the student projects and found that measurement is one of the outstanding issues to be considered. Each week, the students report the time spent on the different project activities. We present and analyze the measurement results for our 16 student teams (each one with around 6 students). It is interesting to note that the time spent in meetings is usually too long, ranging from 46% in the requirements analysis phase to 21% in coding, mainly due to problems of coordination. Results from previous years are analyzed and presented to the following year's students for feedback. In the present year (2000), we have decreased the amount of time spent by the student doing group work, and improved the effectiveness and coordination of the teams.","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":"102 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":"121768073","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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