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
M. Valdés, J. Tarrío, M. J. Moure, E. Mandado, A. Salaverría
The article proposes an alternative solution to support electronic technology education. A methodology oriented to the development of hypermedia applications for the analysis of complex technologies is commented upon and new resources to improve such a methodology is presented. The objective is to obtain a sturdy educational system favoring the acquisition of theoretical and practical knowledge in an intuitive way.
{"title":"Interactive multimedia database resources","authors":"M. Valdés, J. Tarrío, M. J. Moure, E. Mandado, A. Salaverría","doi":"10.1109/FIE.2000.896547","DOIUrl":"https://doi.org/10.1109/FIE.2000.896547","url":null,"abstract":"The article proposes an alternative solution to support electronic technology education. A methodology oriented to the development of hypermedia applications for the analysis of complex technologies is commented upon and new resources to improve such a methodology is presented. The objective is to obtain a sturdy educational system favoring the acquisition of theoretical and practical knowledge in an intuitive way.","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":"98 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":"127650232","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}
William B. Kuhn, Donald R. Hummels, Stephen A. Dyer
In Kansas State University's Design of Communication Circuits course, 10 to 15 students each semester are introduced to the theory behind wireless communications hardware used in modern products such as pagers, wireless LANs, and cellular telephones. In contrast to typical senior-design courses that have separate laboratory and lecture sections, the class combines lecture and laboratory work, with the instructor managing and grading both. This allows scheduling a series of projects that can be combined at the middle and end of the semester to produce relatively sophisticated products, such as working FM broadcast transmitters and receivers. An additional feature of the course is the use of an open laboratory where students can work at any time during normal business hours to build and test their circuits. This allows a class of 10 or more to share a single copy of expensive equipment such as a spectrum or network analyzer, while providing a studio-type environment in which students can share experiences more effectively with others.
{"title":"A senior-level RF design course combining traditional lectures with an open laboratory format","authors":"William B. Kuhn, Donald R. Hummels, Stephen A. Dyer","doi":"10.1109/FIE.2000.897571","DOIUrl":"https://doi.org/10.1109/FIE.2000.897571","url":null,"abstract":"In Kansas State University's Design of Communication Circuits course, 10 to 15 students each semester are introduced to the theory behind wireless communications hardware used in modern products such as pagers, wireless LANs, and cellular telephones. In contrast to typical senior-design courses that have separate laboratory and lecture sections, the class combines lecture and laboratory work, with the instructor managing and grading both. This allows scheduling a series of projects that can be combined at the middle and end of the semester to produce relatively sophisticated products, such as working FM broadcast transmitters and receivers. An additional feature of the course is the use of an open laboratory where students can work at any time during normal business hours to build and test their circuits. This allows a class of 10 or more to share a single copy of expensive equipment such as a spectrum or network analyzer, while providing a studio-type environment in which students can share experiences more effectively with others.","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":"127810150","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}
Laptop and handheld computers are increasingly available for use in educational environments for a variety of applications, from taking classroom notes to providing access to electronic presentations and "paperless" coursework. In this work-in-progress, we are building an experimental system to explore how mobile devices with wireless Internet connectivity may be effectively used in a classroom setting. The experimental testbed consists of a wireless local area network in the School of Information Sciences at the University of Pittsburgh connected to the university's wired network. A variety of user (student) devices are being tested with the goal of minimizing the cost of a useful classroom system.
{"title":"Use of wireless computers in the undergraduate and graduate classroom","authors":"J. Kabara, P. Krishnamurthy, M. Weiss","doi":"10.1109/FIE.2000.896543","DOIUrl":"https://doi.org/10.1109/FIE.2000.896543","url":null,"abstract":"Laptop and handheld computers are increasingly available for use in educational environments for a variety of applications, from taking classroom notes to providing access to electronic presentations and \"paperless\" coursework. In this work-in-progress, we are building an experimental system to explore how mobile devices with wireless Internet connectivity may be effectively used in a classroom setting. The experimental testbed consists of a wireless local area network in the School of Information Sciences at the University of Pittsburgh connected to the university's wired network. A variety of user (student) devices are being tested with the goal of minimizing the cost of a useful classroom system.","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":"36 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":"133450351","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}
Universally available Internet and Web technologies support interactive learning environments for both on-campus and off-campus students in an introductory course in electrical engineering. This paper describes the rationale for the course and reports the results of scaling up online discussions from a 15-student on-campus honours section of the course taught during the fall semester of 1999 to a class of approximately 50 on-campus and off-campus students taught during the spring semester of 2000. The off-campus students comprised high-achieving high school students who enrolled in the course under a pilot offering of the Texas Tech University Early Admissions Program (EAP). An overview of the EAP and initial results of this pilot offering are discussed in the paper.
{"title":"On-campus and off-campus first-year electrical engineering students engage in interactive learning environments","authors":"A. Fontenot, M. Hagler, J. Chandler","doi":"10.1109/FIE.2000.896657","DOIUrl":"https://doi.org/10.1109/FIE.2000.896657","url":null,"abstract":"Universally available Internet and Web technologies support interactive learning environments for both on-campus and off-campus students in an introductory course in electrical engineering. This paper describes the rationale for the course and reports the results of scaling up online discussions from a 15-student on-campus honours section of the course taught during the fall semester of 1999 to a class of approximately 50 on-campus and off-campus students taught during the spring semester of 2000. The off-campus students comprised high-achieving high school students who enrolled in the course under a pilot offering of the Texas Tech University Early Admissions Program (EAP). An overview of the EAP and initial results of this pilot offering are discussed in the paper.","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":"7 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":"133460901","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 current effort at Penn State Altoona to address the issue of low retention of women in science and engineering. This effort also is designed to contribute to the long-term advancement of women in these fields throughout their careers. The approach taken is to challenge women students to recognize their beliefs and self perceptions regarding their relationship with engineering and thus provide them with the opportunity for positive change. As a consequence, their actions have potential to change stereotypical attitudes towards women in the sciences. The particular method we chose to accomplish these goals is to design and teach a course to educate women in the area of computer problem diagnosis and repair. The course includes diagnosing and troubleshooting software and hardware problems, and upgrading and maintaining the systems, as well as an introduction to component functionality and integration. Demonstration of the proficiency attained by the women in computer technology distinguishes them among colleagues. This distinction results from the well-recognized prestige associated with this level of knowledge of computer technology.
{"title":"\"Thinking inside of the box\": retention of women in engineering","authors":"P. J. Shull, M. Weiner","doi":"10.1109/FIE.2000.896555","DOIUrl":"https://doi.org/10.1109/FIE.2000.896555","url":null,"abstract":"The paper describes a current effort at Penn State Altoona to address the issue of low retention of women in science and engineering. This effort also is designed to contribute to the long-term advancement of women in these fields throughout their careers. The approach taken is to challenge women students to recognize their beliefs and self perceptions regarding their relationship with engineering and thus provide them with the opportunity for positive change. As a consequence, their actions have potential to change stereotypical attitudes towards women in the sciences. The particular method we chose to accomplish these goals is to design and teach a course to educate women in the area of computer problem diagnosis and repair. The course includes diagnosing and troubleshooting software and hardware problems, and upgrading and maintaining the systems, as well as an introduction to component functionality and integration. Demonstration of the proficiency attained by the women in computer technology distinguishes them among colleagues. This distinction results from the well-recognized prestige associated with this level of knowledge of computer technology.","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":"133760937","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}
Learning Communities, a growing initiative at Iowa State University, aid freshmen in the transition to college life as students live in the same residence hall and attend a common block of classes. By combining learning communities with the concept of student-centered active learning, students will gain control of and adjust more quickly to their new environment, experience increased achievement, and persist in the program. First year computer engineering students involved in the learning community participated in two new courses during the 1999/2000 academic year. The new courses were framed within the context of active learning to better prepare students for continuation in computer engineering by increasing their skills in group work and providing essential life-long learning skills. Students completed their freshman year with a greater awareness of complete, engineering, knowledge and skills for successful teamwork, and experience a quicker and more satisfying acclimation to the university and college life. The goal of project SUCCESS is 'to provide every student interested in Computer Engineering an opportunity, to succeed Iowa State University and to prepare him or her for their future careers." Engineering students take an academically challenging program of study beginning with rigorous courses in calculus, chemistry, and physics during their freshman year. While these courses are essential for providing a foundation upon which all engineering programs are based, many students find the courses difficult and elect not to continue their study of engineering. Project SUCCESS is an effort to help students survive the demands placed upon them as freshmen by providing a collaborative environment in which they will learn to seek assistance from and provide support to peers.
爱荷华州立大学(Iowa State University)正在兴起一项名为“学习社区”(Learning Communities)的倡议，帮助新生适应大学生活，因为学生们住在同一个宿舍里，上同一个街区的课。通过将学习社区与以学生为中心的主动学习的概念相结合，学生将更快地控制和适应他们的新环境，体验到更多的成就，并坚持项目。1999/2000学年，参与学习社区的一年级计算机工程学生参加了两门新课程。新课程以主动学习为背景，透过提高学生的小组合作能力和提供终身学习的基本技能，为他们继续学习电脑工程做好准备。学生们以更强的整体、工程、知识和成功团队合作技能的意识完成了大一的学习，并更快、更令人满意地适应了大学和大学生活。成功项目的目标是“为每一个对计算机工程感兴趣的学生提供一个机会，让他们在爱荷华州立大学取得成功，并为他们未来的职业生涯做好准备。”工程专业的学生在大一开始学习微积分、化学和物理等严格的课程，这在学术上具有挑战性。虽然这些课程对于提供所有工程课程的基础至关重要，但许多学生发现这些课程很难，并选择不再继续学习工程。项目成功是一个努力，以帮助学生生存的要求放在他们作为新生提供一个合作的环境，他们将学会寻求帮助，并向同龄人提供支持。
{"title":"Freshman year learning communities in a computer engineering program","authors":"Dr. Doug Jacobson, Dr. Barb Licklider","doi":"10.1109/FIE.2000.897586","DOIUrl":"https://doi.org/10.1109/FIE.2000.897586","url":null,"abstract":"Learning Communities, a growing initiative at Iowa State University, aid freshmen in the transition to college life as students live in the same residence hall and attend a common block of classes. By combining learning communities with the concept of student-centered active learning, students will gain control of and adjust more quickly to their new environment, experience increased achievement, and persist in the program. First year computer engineering students involved in the learning community participated in two new courses during the 1999/2000 academic year. The new courses were framed within the context of active learning to better prepare students for continuation in computer engineering by increasing their skills in group work and providing essential life-long learning skills. Students completed their freshman year with a greater awareness of complete, engineering, knowledge and skills for successful teamwork, and experience a quicker and more satisfying acclimation to the university and college life. The goal of project SUCCESS is 'to provide every student interested in Computer Engineering an opportunity, to succeed Iowa State University and to prepare him or her for their future careers.\" Engineering students take an academically challenging program of study beginning with rigorous courses in calculus, chemistry, and physics during their freshman year. While these courses are essential for providing a foundation upon which all engineering programs are based, many students find the courses difficult and elect not to continue their study of engineering. Project SUCCESS is an effort to help students survive the demands placed upon them as freshmen by providing a collaborative environment in which they will learn to seek assistance from and provide support to 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":"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":"133067310","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 University of Alaska Fairbanks (UAF) has recently acquired a commercial software product to complement power system analysis packages previously utilized in the UAF undergraduate power option, which include Power Technologies, Inc.'s (PTI) PSS/E/sup TM/ and ASPEN One-Liner/sup TM/. The most recent acquisition, also used heavily by Alaska's utilities, is Stoner Associates, Inc.'s Distribution Primary Analysis and Graphics (DPA/G)/sup TM/ software. This paper describes how the DPA/G software has extended the electric power program capabilities at UAF in the power distribution area.
阿拉斯加费尔班克斯大学(UAF)最近收购了一款商业软件产品，以补充UAF本科电源选项中先前使用的电源系统分析软件包，其中包括power Technologies, Inc. (PTI)的PSS/E/sup TM/和ASPEN One-Liner/sup TM/。最近的收购也是阿拉斯加公用事业公司大量使用的，是Stoner Associates, Inc.的配电主要分析和图形(DPA/G)/sup TM/软件。本文介绍了DPA/G软件如何扩展UAF在配电领域的电力编程能力。
{"title":"Enhancement of the computer experience in electric power engineering education at the University of Alaska, Fairbanks","authors":"J. Aspnes","doi":"10.1109/FIE.2000.896624","DOIUrl":"https://doi.org/10.1109/FIE.2000.896624","url":null,"abstract":"The University of Alaska Fairbanks (UAF) has recently acquired a commercial software product to complement power system analysis packages previously utilized in the UAF undergraduate power option, which include Power Technologies, Inc.'s (PTI) PSS/E/sup TM/ and ASPEN One-Liner/sup TM/. The most recent acquisition, also used heavily by Alaska's utilities, is Stoner Associates, Inc.'s Distribution Primary Analysis and Graphics (DPA/G)/sup TM/ software. This paper describes how the DPA/G software has extended the electric power program capabilities at UAF in the power distribution area.","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":"115080223","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 senior year, chemical engineering students at Widener University are required to take two technical elective courses in addition to the rest of their regular courses. If a student pursues an independent study project with industry and a faculty member, then this project will usually count as a technical elective. If a student wishes to perform a work-study project then this will not count as credit but will provide the student with the opportunity to work directly with a professor or an industrial advisor on a contractual basis. Details on examples of both cases are presented for previous work and for research that is ongoing this semester at Widener University.
{"title":"Joint government-industry-academia projects involving undergraduate students","authors":"G. J. Maffia","doi":"10.1109/FIE.2000.896634","DOIUrl":"https://doi.org/10.1109/FIE.2000.896634","url":null,"abstract":"In the senior year, chemical engineering students at Widener University are required to take two technical elective courses in addition to the rest of their regular courses. If a student pursues an independent study project with industry and a faculty member, then this project will usually count as a technical elective. If a student wishes to perform a work-study project then this will not count as credit but will provide the student with the opportunity to work directly with a professor or an industrial advisor on a contractual basis. Details on examples of both cases are presented for previous work and for research that is ongoing this semester at Widener University.","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":"114173945","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}
Traditionally, computer science curricula focus on teaching technical content, either ignoring the importance of interpersonal communication or relegating it to separate courses with no integration of communication and technical skills. Thus, students get little practice with communication of technical information and even less appreciation for its importance. For the past several years one of the computer science senior design courses at NC State University has emphasized teaming, process, and professional communication skills in the context of industrially sponsored technical projects. Even though the instructors repeatedly emphasize the importance of communication and process, students are resistant to focus on the more social aspects of problem solving, desiring instead to dive in and solve the technical problems. We describe the advantages and disadvantages of cross-functional teams in an educational setting, identifying communication issues related to coordinating projects and exploring novel opportunities for non-traditional undergraduate education.
{"title":"Cross-functional teams used in computer science senior design capstone courses","authors":"R. Fornaro, M. Heil, V. E. Jones","doi":"10.1109/FIE.2000.896588","DOIUrl":"https://doi.org/10.1109/FIE.2000.896588","url":null,"abstract":"Traditionally, computer science curricula focus on teaching technical content, either ignoring the importance of interpersonal communication or relegating it to separate courses with no integration of communication and technical skills. Thus, students get little practice with communication of technical information and even less appreciation for its importance. For the past several years one of the computer science senior design courses at NC State University has emphasized teaming, process, and professional communication skills in the context of industrially sponsored technical projects. Even though the instructors repeatedly emphasize the importance of communication and process, students are resistant to focus on the more social aspects of problem solving, desiring instead to dive in and solve the technical problems. We describe the advantages and disadvantages of cross-functional teams in an educational setting, identifying communication issues related to coordinating projects and exploring novel opportunities for non-traditional undergraduate education.","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":"73 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":"117323196","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}
Cooperative education in engineering has long been seen as forging a tripartite partnership between the university, the employers and the student, principally with an aim of producing work-ready graduates. This paper reflects on a number of modes of cooperative education implemented in South Australia, and evaluates these against theoretical considerations by scrutiny of their objectives, assessment criteria and practices, using feedback from students, employers and academics.
{"title":"Cooperative education in South Australia","authors":"K. McDermott, O. Gol, A. Nafalski","doi":"10.1109/FIE.2000.896608","DOIUrl":"https://doi.org/10.1109/FIE.2000.896608","url":null,"abstract":"Cooperative education in engineering has long been seen as forging a tripartite partnership between the university, the employers and the student, principally with an aim of producing work-ready graduates. This paper reflects on a number of modes of cooperative education implemented in South Australia, and evaluates these against theoretical considerations by scrutiny of their objectives, assessment criteria and practices, using feedback from students, employers and academics.","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":"115001345","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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