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. Castra, S. Acha, J. Perez, A. Hilario, J.V. Miguez, F. Mur, F. Yeves, J. Peire
To transmit the teaching of digital electronics today, considerations are outlined which must be kept in mind. Digital electronics is evolving quickly and its techniques and tools have revolutionized the manner of analyzing simulating, synthesizing and verifying digital systems. Microelectronic development is more and more dependant on the technology and on design methodology. Standard hardware description languages (Verilog and VHDL), together with simulation and synthesis tools are some of the drivers behind microelectronic development. The "constructivist" model in the teaching-learning process proposes: significant learning as opposed to memorizing; structuring and sequencing of content; learning through guided discovery and a spiral or recurring procedure. These circumstances, together with pedagogical concern and the knowledge and experience that the authors have acquired as digital electronics teaching Professors have resulted in the formulation of a curricular proposal to transmit this updated teaching method. Using this teaching model as a base, the aim of the proposal is to have the student studying digital electronics acquire the theory and practices (know-how) from the beginning by using current design methodologies and CAD and EDA tools that the students will use in their professional future. Another objective of this method is to provide students with multimedia applications as a learning resource.
{"title":"Digital systems and electronics curricula proposal and tool integration","authors":"M. Castra, S. Acha, J. Perez, A. Hilario, J.V. Miguez, F. Mur, F. Yeves, J. Peire","doi":"10.1109/FIE.2000.896548","DOIUrl":"https://doi.org/10.1109/FIE.2000.896548","url":null,"abstract":"To transmit the teaching of digital electronics today, considerations are outlined which must be kept in mind. Digital electronics is evolving quickly and its techniques and tools have revolutionized the manner of analyzing simulating, synthesizing and verifying digital systems. Microelectronic development is more and more dependant on the technology and on design methodology. Standard hardware description languages (Verilog and VHDL), together with simulation and synthesis tools are some of the drivers behind microelectronic development. The \"constructivist\" model in the teaching-learning process proposes: significant learning as opposed to memorizing; structuring and sequencing of content; learning through guided discovery and a spiral or recurring procedure. These circumstances, together with pedagogical concern and the knowledge and experience that the authors have acquired as digital electronics teaching Professors have resulted in the formulation of a curricular proposal to transmit this updated teaching method. Using this teaching model as a base, the aim of the proposal is to have the student studying digital electronics acquire the theory and practices (know-how) from the beginning by using current design methodologies and CAD and EDA tools that the students will use in their professional future. Another objective of this method is to provide students with multimedia applications as a learning resource.","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":"54 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":"131633751","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}
Traditional problem solving in technical courses involves a problem statement followed by extracting a given and required from the verbiage. A detailed solution then follows. This is not the only form of problem students will encounter in industry. Often the industrial problem has a solution but an error is present in the result. Debugging the solution then becomes a new problem requiring a different set of skills and techniques. To expose students to this type of problem, a syntax error analysis concept is proposed. The concept involves giving the students a problem statement along with an erroneous solution. Students are required to analyze the problem and determine where errors occur in the analysis. A preliminary trial using this type of problem has been conducted and student feedback obtained. The results will be used to further develop and improve this type of learning experience.
{"title":"Syntax error analysis as a problem solving technique","authors":"A. T. Rose","doi":"10.1109/FIE.2000.896587","DOIUrl":"https://doi.org/10.1109/FIE.2000.896587","url":null,"abstract":"Traditional problem solving in technical courses involves a problem statement followed by extracting a given and required from the verbiage. A detailed solution then follows. This is not the only form of problem students will encounter in industry. Often the industrial problem has a solution but an error is present in the result. Debugging the solution then becomes a new problem requiring a different set of skills and techniques. To expose students to this type of problem, a syntax error analysis concept is proposed. The concept involves giving the students a problem statement along with an erroneous solution. Students are required to analyze the problem and determine where errors occur in the analysis. A preliminary trial using this type of problem has been conducted and student feedback obtained. The results will be used to further develop and improve this type of learning experience.","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":"46 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":"133529536","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}
Distance learning is experiencing tremendous growth. The demand for continuing education among employed software engineers is increasing. Universities need to improve the environment and delivery of the course material for distance learning. The Computing and Information Science department at Kansas State University has experimented with the use of Web based media to replace video tapes for distance learning courses in its Masters of Software Engineering program. The experiences of the instructors and students are discussed.
{"title":"Experience using Web-based media in distance learning","authors":"D. Gustafson, W. Hankley","doi":"10.1109/FIE.2000.897634","DOIUrl":"https://doi.org/10.1109/FIE.2000.897634","url":null,"abstract":"Distance learning is experiencing tremendous growth. The demand for continuing education among employed software engineers is increasing. Universities need to improve the environment and delivery of the course material for distance learning. The Computing and Information Science department at Kansas State University has experimented with the use of Web based media to replace video tapes for distance learning courses in its Masters of Software Engineering program. The experiences of the instructors and students are 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":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2000-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116979107","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 significant effort to improve the second semester general physics laboratory at the University of Detroit Mercy by incorporating inquiry-based laboratory experiments. The inquiry-based laboratory experiments are modeled on published research results. We require the students to confront their misconceptions by directing them through a process of inquiry. The students use simple and inexpensive materials to perform experiments on direct-current circuits, magnets, electromagnetism, and optics. They use these experiments to develop operational definitions for technical terms, construct models of the relevant physical phenomena and apply the models in new situations to test their predictive capability. The paper describes some of the laboratory experiments, and describes their effect on student outcomes. Student attitudes toward these laboratory exercises are also presented.
{"title":"Inquiry-based experiments in the introductory physics laboratory","authors":"Robert Ross","doi":"10.1109/FIE.2000.897684","DOIUrl":"https://doi.org/10.1109/FIE.2000.897684","url":null,"abstract":"The paper describes a significant effort to improve the second semester general physics laboratory at the University of Detroit Mercy by incorporating inquiry-based laboratory experiments. The inquiry-based laboratory experiments are modeled on published research results. We require the students to confront their misconceptions by directing them through a process of inquiry. The students use simple and inexpensive materials to perform experiments on direct-current circuits, magnets, electromagnetism, and optics. They use these experiments to develop operational definitions for technical terms, construct models of the relevant physical phenomena and apply the models in new situations to test their predictive capability. The paper describes some of the laboratory experiments, and describes their effect on student outcomes. Student attitudes toward these laboratory exercises are also 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":"46 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":"116926471","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}
This paper describes a three-year experiment to determine whether student performance can be improved by making their performance visible in quantitative ways and assisting them to reflect on deviations between desired and actual performance. The experiment focused on improving effort estimation for planning, improving effort allocation over the period of performance, and reducing the recurrence of previously reported defects in subsequent assignments. To accomplish this, a Web-based tool was implemented and used to capture numerous student performance parameters as well as planning rationales, postmortem reflections, and feedback to the students.
{"title":"Problem solving skills","authors":"Lonnie Jason Carter, William M. Waite","doi":"10.1109/FIE.2000.896609","DOIUrl":"https://doi.org/10.1109/FIE.2000.896609","url":null,"abstract":"This paper describes a three-year experiment to determine whether student performance can be improved by making their performance visible in quantitative ways and assisting them to reflect on deviations between desired and actual performance. The experiment focused on improving effort estimation for planning, improving effort allocation over the period of performance, and reducing the recurrence of previously reported defects in subsequent assignments. To accomplish this, a Web-based tool was implemented and used to capture numerous student performance parameters as well as planning rationales, postmortem reflections, and feedback to the students.","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":"107 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":"115480919","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}
Engineering enrollments are declining. Interest in engineering is near a 20 year low among entering college freshmen. At the same time, the demand for engineering in the US is great, with foreign national students being brought to our country to help fill the gap. The situation calls for increased efforts in recruitment and retention. Since many university budgets are shrinking, accountability is expected for all invested funds, including those used for recruitment and retention. To better allocate resources to recruitment and retention efforts, a pilot survey was first administered to engineering freshman at ASU in the fall of 1994. This survey was refined and continued for an additional four years. Evaluations of the surveys in the first few years revealed some surprises. In the first survey, the primary reasons for attending ASU for an engineering degree was similar for both women and men: a good engineering school, close to home, and good weather. Surprising results, obtained from early surveys, showed that over fifty percent of the junior college transfers only decided on engineering after they attended college. Contrary to expectations, the data also showed that for underrepresented minority engineering students, it made no difference if they took the Introduction to Engineering class in their first or second semester. We look at the freshman engineering class longitudinally with four years of data. The paper examines if there have been any changes in recruitment and retention efforts during the last four years in response to information learned through the early surveys.
{"title":"Understanding engineering students for better recruitment strategies: a four-year study","authors":"M. Anderson-Rowland","doi":"10.1109/FIE.2000.897619","DOIUrl":"https://doi.org/10.1109/FIE.2000.897619","url":null,"abstract":"Engineering enrollments are declining. Interest in engineering is near a 20 year low among entering college freshmen. At the same time, the demand for engineering in the US is great, with foreign national students being brought to our country to help fill the gap. The situation calls for increased efforts in recruitment and retention. Since many university budgets are shrinking, accountability is expected for all invested funds, including those used for recruitment and retention. To better allocate resources to recruitment and retention efforts, a pilot survey was first administered to engineering freshman at ASU in the fall of 1994. This survey was refined and continued for an additional four years. Evaluations of the surveys in the first few years revealed some surprises. In the first survey, the primary reasons for attending ASU for an engineering degree was similar for both women and men: a good engineering school, close to home, and good weather. Surprising results, obtained from early surveys, showed that over fifty percent of the junior college transfers only decided on engineering after they attended college. Contrary to expectations, the data also showed that for underrepresented minority engineering students, it made no difference if they took the Introduction to Engineering class in their first or second semester. We look at the freshman engineering class longitudinally with four years of data. The paper examines if there have been any changes in recruitment and retention efforts during the last four years in response to information learned through the early surveys.","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":"82 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":"114903548","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}
Lifelong learning and goal driven learning create new requirements for virtual online courses. The development of virtual courses is not just a technical challenge, but is also a didactic and pedagogic challenge. In order to cope with the requirements met by heterogeneous student groups of online courses, learning trails are classified, which guide students through a course in different ways. A learning trail can be oriented to the didactic structure or the structure of the subject's scientific domain, to learning units of the same type such as conclusions or exercises, to selective or modal structures. This enables students to use the some online course in a productive and effective way. L3-XML, an XML-DTD, is presented to specify an online course enabling different learning trails. The concept is demonstrated for the "Introduction to object oriented programming" course.
{"title":"Specification of learning trails in virtual courses","authors":"S. Seehusen, C. Lecon, C. Kaben","doi":"10.1109/FIE.2000.896675","DOIUrl":"https://doi.org/10.1109/FIE.2000.896675","url":null,"abstract":"Lifelong learning and goal driven learning create new requirements for virtual online courses. The development of virtual courses is not just a technical challenge, but is also a didactic and pedagogic challenge. In order to cope with the requirements met by heterogeneous student groups of online courses, learning trails are classified, which guide students through a course in different ways. A learning trail can be oriented to the didactic structure or the structure of the subject's scientific domain, to learning units of the same type such as conclusions or exercises, to selective or modal structures. This enables students to use the some online course in a productive and effective way. L3-XML, an XML-DTD, is presented to specify an online course enabling different learning trails. The concept is demonstrated for the \"Introduction to object oriented programming\" course.","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":"53 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":"121211577","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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