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
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}
This paper describes the development and details of a unique degree program in wireless information systems. The wireless curriculum in most engineering schools deal with the lower layers of the OSI model and emphasize traditional digital communications and electromagnetics. The Wireless Information Systems (WIS) Track at the University of Pittsburgh adopts a systems approach that will enable the students to obtain a grasp of all issues required for design, deployment, management and administration of future wireless information systems.
{"title":"A unique degree program in wireless information systems","authors":"P. Krishnamurthy, J. Kabara, D. Tipper","doi":"10.1109/FIE.2000.897638","DOIUrl":"https://doi.org/10.1109/FIE.2000.897638","url":null,"abstract":"This paper describes the development and details of a unique degree program in wireless information systems. The wireless curriculum in most engineering schools deal with the lower layers of the OSI model and emphasize traditional digital communications and electromagnetics. The Wireless Information Systems (WIS) Track at the University of Pittsburgh adopts a systems approach that will enable the students to obtain a grasp of all issues required for design, deployment, management and administration of future wireless information systems.","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":"28 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":"123055135","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 presentation details work-in-progress for the development of quantitative and IT related graduate courses for distance learning that are taught concurrently with the schedule of our traditional courses. Development and delivery of courses in a format suitable for a distance learning graduate management engineering program presents many unique challenges. All of our graduate courses require a high degree of class participation, student team interaction and presentations. Engineering graduate course materials must be revised frequently to maintain technical relevance. Some faculty have successfully relied on video recorded lectures to keep students on track with a course organized for distance learning. However, current video technology is not able to represent computer screen images that are recorded from overhead projectors or conventional white board drawings with sufficient detail to present quantitative materials in the same format that is suitable for an in-class room presentation. The need to rapidly and efficiently prepare, revise and capture lecture materials for delivery of highly technical and quantitative courses requires special consideration.
{"title":"Integrative considerations and techniques for quantitative distance learning courses in graduate engineering management education","authors":"W. B. Chapin","doi":"10.1109/FIE.2000.896577","DOIUrl":"https://doi.org/10.1109/FIE.2000.896577","url":null,"abstract":"This presentation details work-in-progress for the development of quantitative and IT related graduate courses for distance learning that are taught concurrently with the schedule of our traditional courses. Development and delivery of courses in a format suitable for a distance learning graduate management engineering program presents many unique challenges. All of our graduate courses require a high degree of class participation, student team interaction and presentations. Engineering graduate course materials must be revised frequently to maintain technical relevance. Some faculty have successfully relied on video recorded lectures to keep students on track with a course organized for distance learning. However, current video technology is not able to represent computer screen images that are recorded from overhead projectors or conventional white board drawings with sufficient detail to present quantitative materials in the same format that is suitable for an in-class room presentation. The need to rapidly and efficiently prepare, revise and capture lecture materials for delivery of highly technical and quantitative courses requires special consideration.","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":"127 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":"123449432","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}
Sir Sandford Fleming College offers 3-year programs where the final semester is completely timetable free and problem based. This paper describes the launch and first year of Fleming's Applied Projects program where computer and engineering technology students do full-term project work that is useful to an enterprise. The enterprise sponsor is one who provides the setting for a real-world problem to form the basis of the project. The program is also a cost saver. Unlike cooperative work placements or internships, an applied project makes extensive use of faculty mentors and advisors. Their role is to facilitate, guide and evaluate the learning that is required for student's area of study. The program itself is yearlong with three phases, which are establishing, planning and executing, the latter being a full time semester with no formal timetable.
{"title":"Look, no timetable [education]","authors":"P. Spasov","doi":"10.1109/FIE.2000.896611","DOIUrl":"https://doi.org/10.1109/FIE.2000.896611","url":null,"abstract":"Sir Sandford Fleming College offers 3-year programs where the final semester is completely timetable free and problem based. This paper describes the launch and first year of Fleming's Applied Projects program where computer and engineering technology students do full-term project work that is useful to an enterprise. The enterprise sponsor is one who provides the setting for a real-world problem to form the basis of the project. The program is also a cost saver. Unlike cooperative work placements or internships, an applied project makes extensive use of faculty mentors and advisors. Their role is to facilitate, guide and evaluate the learning that is required for student's area of study. The program itself is yearlong with three phases, which are establishing, planning and executing, the latter being a full time semester with no formal timetable.","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":"188 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":"122109573","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}
Reform of engineering education can take a variety of forms. At Kettering University, a primarily undergraduate engineering institution, the Faculty Senate decided that the curriculum structure needed to be critically evaluated and possibly reformed. The Senate appointed a task force to coordinate the evaluation of the existing curriculum structure and the consideration of a variety of alternatives. The task force used systematic processes for decision making which were also helpful in identifying reasons for change and developing faculty buy-in for curriculum reform. The paper describes the reasons why these processes were needed, the circumstances under which they were applied, how the processes work, and how the results were used. The first formal decision-making process is a modified version of the widely-accepted SWOT exercise. The technique involved identifying strengths and weaknesses of various curriculum structures. It was used in large group settings to which all faculty and administrators were invited. A principle advantage of this approach is that all opinions were heard and equally weighted. In a second formal decision-making process, a weighted criteria matrix was constructed to systematically evaluate the alternative curriculum structures. The matrix was developed via a series of brainstorming sessions by the task force. The task force used their personal opinions, data from the strength-weakness exercises, and the expertise of university administrators in ranking the attributes of each alternative. This process allowed the task force to identify positive attributes of a proposed curriculum structure and to develop a hybrid structure featuring the best characteristics of each alternative.
{"title":"University-wide curriculum reform: two processes to aid in decision making","authors":"K. Wilkinson, C. Finelli, E. Hynes, B. Alzahabi","doi":"10.1109/FIE.2000.897653","DOIUrl":"https://doi.org/10.1109/FIE.2000.897653","url":null,"abstract":"Reform of engineering education can take a variety of forms. At Kettering University, a primarily undergraduate engineering institution, the Faculty Senate decided that the curriculum structure needed to be critically evaluated and possibly reformed. The Senate appointed a task force to coordinate the evaluation of the existing curriculum structure and the consideration of a variety of alternatives. The task force used systematic processes for decision making which were also helpful in identifying reasons for change and developing faculty buy-in for curriculum reform. The paper describes the reasons why these processes were needed, the circumstances under which they were applied, how the processes work, and how the results were used. The first formal decision-making process is a modified version of the widely-accepted SWOT exercise. The technique involved identifying strengths and weaknesses of various curriculum structures. It was used in large group settings to which all faculty and administrators were invited. A principle advantage of this approach is that all opinions were heard and equally weighted. In a second formal decision-making process, a weighted criteria matrix was constructed to systematically evaluate the alternative curriculum structures. The matrix was developed via a series of brainstorming sessions by the task force. The task force used their personal opinions, data from the strength-weakness exercises, and the expertise of university administrators in ranking the attributes of each alternative. This process allowed the task force to identify positive attributes of a proposed curriculum structure and to develop a hybrid structure featuring the best characteristics of each alternative.","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":"68 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":"123828528","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 engineering program at Worcester Polytechnic Institute was evaluated by ABET under the Engineering Criteria 2000 Pilot Visit program in the fall of 1996. The paper reviews the current status of implementation of the outcome based EE curriculum at WPI and highlights some specific means of conducting assessment of educational outcomes of our courses. This ongoing assessment plan is critical to preparations for the next ABET EC2000 visit in the fall of 2002.
{"title":"Accreditation visit [electrical engineering education]","authors":"J. Orr, R. Vaz","doi":"10.1109/FIE.2000.897512","DOIUrl":"https://doi.org/10.1109/FIE.2000.897512","url":null,"abstract":"The electrical engineering program at Worcester Polytechnic Institute was evaluated by ABET under the Engineering Criteria 2000 Pilot Visit program in the fall of 1996. The paper reviews the current status of implementation of the outcome based EE curriculum at WPI and highlights some specific means of conducting assessment of educational outcomes of our courses. This ongoing assessment plan is critical to preparations for the next ABET EC2000 visit in the fall of 2002.","PeriodicalId":371740,"journal":{"name":"30th Annual Frontiers in Education Conference. Building on A Century of Progress in Engineering Education. Conference Proceedings (IEEE Cat. No.00CH37135)","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2000-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123895860","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 Engineering Learning Center (ELC) of Kansas State University provides internship opportunities for engineering students in the same way a teaching hospital trains medical school students. The center consists of state-of-the-art manufacturing and engineering design hardware and software, a staff of experienced engineers, and a group of faculty associates from various engineering disciplines. In this center, graduate and undergraduate students from engineering and business colleges work as interns on product and process development projects contracted with industrial partners. To each project contracted with client companies, an interdisciplinary group of interns is assigned to work under the supervision of an experienced staff member and deliver new designs, prototypes and manufacturing processes. This operation provides a unique and innovative active learning environment for junior and senior students from several engineering disciplines. Students learn to perform as members of an interdisciplinary team, develop outstanding communication skills (because they have to sell their ideas to a paying customer), and realize the business side of engineering activities. The paper presents the detailed results of the operation of ELC since its inception in 1995. It also details the lessons learned in establishing and operating this center with a guide for things to emphasize and pitfalls to avoid.
{"title":"An Engineering Learning Center; description, results, and lessons learned","authors":"F. Azadivar, J. Tucker","doi":"10.1109/FIE.2000.897630","DOIUrl":"https://doi.org/10.1109/FIE.2000.897630","url":null,"abstract":"The Engineering Learning Center (ELC) of Kansas State University provides internship opportunities for engineering students in the same way a teaching hospital trains medical school students. The center consists of state-of-the-art manufacturing and engineering design hardware and software, a staff of experienced engineers, and a group of faculty associates from various engineering disciplines. In this center, graduate and undergraduate students from engineering and business colleges work as interns on product and process development projects contracted with industrial partners. To each project contracted with client companies, an interdisciplinary group of interns is assigned to work under the supervision of an experienced staff member and deliver new designs, prototypes and manufacturing processes. This operation provides a unique and innovative active learning environment for junior and senior students from several engineering disciplines. Students learn to perform as members of an interdisciplinary team, develop outstanding communication skills (because they have to sell their ideas to a paying customer), and realize the business side of engineering activities. The paper presents the detailed results of the operation of ELC since its inception in 1995. It also details the lessons learned in establishing and operating this center with a guide for things to emphasize and pitfalls to avoid.","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":"35 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":"124163700","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}
We describe usage patterns of a design information database, and discuss issues of learning and knowledge sharing through socially and technologically mediated interactions in a product design community. In the five years spanning 1994 to 1999, a database of captured design information was made available to students in a graduate level project course at Stanford University. A large amount of database access data was analyzed to discover usage patterns concerning the issue of learning from experience of peers, past and present. The results from quantitative analysis of database access log were augmented by qualitative user interviews, in which several important social issues around the usage of such peer learning systems were exposed.
{"title":"Re-use or re-invent? Understanding and supporting learning from experience of peers in a product development community","authors":"T. Liang, L. Leifer","doi":"10.1109/FIE.2000.896666","DOIUrl":"https://doi.org/10.1109/FIE.2000.896666","url":null,"abstract":"We describe usage patterns of a design information database, and discuss issues of learning and knowledge sharing through socially and technologically mediated interactions in a product design community. In the five years spanning 1994 to 1999, a database of captured design information was made available to students in a graduate level project course at Stanford University. A large amount of database access data was analyzed to discover usage patterns concerning the issue of learning from experience of peers, past and present. The results from quantitative analysis of database access log were augmented by qualitative user interviews, in which several important social issues around the usage of such peer learning systems were exposed.","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":"125167990","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}
At Michigan State University a two-year comprehensive evaluation of student expectations was used to develop a "new" environmental engineering course design. Our efforts will be focused on formulating a course, which will deviate substantially from the traditional introductory, environmental engineering course. Although, it will incorporate some material typically taught in green engineering or pollution preventative courses, the objectives of this proposed course will be much broader. We seek to present the non-environmental engineering student with a basic understanding of how engineering projects impact the environment and how environmental regulations impact the types of projects on which they may work. We are also seeking to provide them with the necessary decision making tools that will allow them to produce environmentally-conscious engineering designs. A mass-balance approach and team building skills will be taught throughout the course.
{"title":"Teaching environmental engineering to non-environmental engineers","authors":"J. Graulau-Santiago, S. Masten","doi":"10.1109/FIE.2000.897703","DOIUrl":"https://doi.org/10.1109/FIE.2000.897703","url":null,"abstract":"At Michigan State University a two-year comprehensive evaluation of student expectations was used to develop a \"new\" environmental engineering course design. Our efforts will be focused on formulating a course, which will deviate substantially from the traditional introductory, environmental engineering course. Although, it will incorporate some material typically taught in green engineering or pollution preventative courses, the objectives of this proposed course will be much broader. We seek to present the non-environmental engineering student with a basic understanding of how engineering projects impact the environment and how environmental regulations impact the types of projects on which they may work. We are also seeking to provide them with the necessary decision making tools that will allow them to produce environmentally-conscious engineering designs. A mass-balance approach and team building skills will be taught throughout the 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":"12 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":"125578785","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 new information technology called the distributed virtual environment or DVE is applied to English education for Japanese engineering students. The system is not a teaching tool for new knowledge of English but it provides computer augmented virtual places where students get together and work in cooperation in the target foreign language on some topical subjects in an appropriate atmosphere. DVE has proven to have a prominent potentiality to let students speak out aggressively in English. Details of the system and the experiences are presented in this paper.
{"title":"An application of distributed virtual environment to foreign language education","authors":"T. Nitta, K. Fujita, S. Kohno","doi":"10.1109/FIE.2000.897701","DOIUrl":"https://doi.org/10.1109/FIE.2000.897701","url":null,"abstract":"The new information technology called the distributed virtual environment or DVE is applied to English education for Japanese engineering students. The system is not a teaching tool for new knowledge of English but it provides computer augmented virtual places where students get together and work in cooperation in the target foreign language on some topical subjects in an appropriate atmosphere. DVE has proven to have a prominent potentiality to let students speak out aggressively in English. Details of the system and the experiences are presented in this 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":"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":"125751381","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)
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：