Pub Date : 2015-03-07DOI: 10.1109/ISECON.2015.7119935
Grace Sommers
The majority of research analyzing the benefits of tutoring on student achievement has been focused on the use of certified adult tutors. However, over the past several months, I have attained high success rates working outside of this model. A student myself, with no formal training, I have tutored a variety of middle school and high school students. Focusing on mathematics ranging from pre-algebra to calculus, I have seen the benefits of peer tutoring firsthand. My work both inside and outside of school suggests that a friendly, individualized tutor-tutee relationship is essential for success. This requires a tutor who respects and believes in the tutee, who in turn must be receptive to advice and aid. Students, free from the social divisions between adult tutors and their tutees, have the best chance at establishing this strong relationship. Peer tutoring has its own challenges, such as the lack of official experience among volunteers, the difficulties presented by school scheduling, and the need to establish structure while also listening to the tutee's preferences. However, when implemented well, peer tutoring is a valuable tool for helping students overcome their struggles in both fundamental skills and higher-level concepts. Through one-on-one instruction and help, these students can discover the logic of mathematics and the opportunities it provides.
{"title":"Students helping students: The benefits of peer tutoring in mathematics","authors":"Grace Sommers","doi":"10.1109/ISECON.2015.7119935","DOIUrl":"https://doi.org/10.1109/ISECON.2015.7119935","url":null,"abstract":"The majority of research analyzing the benefits of tutoring on student achievement has been focused on the use of certified adult tutors. However, over the past several months, I have attained high success rates working outside of this model. A student myself, with no formal training, I have tutored a variety of middle school and high school students. Focusing on mathematics ranging from pre-algebra to calculus, I have seen the benefits of peer tutoring firsthand. My work both inside and outside of school suggests that a friendly, individualized tutor-tutee relationship is essential for success. This requires a tutor who respects and believes in the tutee, who in turn must be receptive to advice and aid. Students, free from the social divisions between adult tutors and their tutees, have the best chance at establishing this strong relationship. Peer tutoring has its own challenges, such as the lack of official experience among volunteers, the difficulties presented by school scheduling, and the need to establish structure while also listening to the tutee's preferences. However, when implemented well, peer tutoring is a valuable tool for helping students overcome their struggles in both fundamental skills and higher-level concepts. Through one-on-one instruction and help, these students can discover the logic of mathematics and the opportunities it provides.","PeriodicalId":386232,"journal":{"name":"2015 IEEE Integrated STEM Education Conference","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114990091","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}
Pub Date : 2015-03-07DOI: 10.1109/ISECON.2015.7119917
S. Merchant, Emiko T. A. Morimoto, R. Khanbilvardi
Recent attention to K-12 education in science, technology, engineering, and mathematics (STEM) has revealed challenges in students' performance and persistence, particularly for groups that are underrepresented STEM fields. STEM shapes people's lives in fundamental ways. However, currently, the U.S. is faced with dual crises (1) a dearth of STEM learners and (2) a lack of learning environments and hands-on opportunities especially for underrepresented communities. Although these challenges are daunting, recent education policy developments are creating an unprecedented opportunity to address them. Individuals, educators, stakeholders and decision-makers across the nation are increasingly seeking methods and strategies to bolster scientific capabilities and the capacity of our teachers and students. This is vital to increase the national STEM talent pool and workforce necessary to sustain the economy and ensure that the U.S. remains a world leader in science and technology. CUNY Remote Sensing Earth System (CREST) Institute and its consortium at the City College of New York expanded the existing successful Summer High School Internship Program (SHIP) to create an exemplary science and engineering mentoring program for HS students from underrepresented communities within the five borough of NYC and make them “college ready” especially in fields of Remote Sensing of the Earth. The overarching goals of the project was to expand the number of HS students able to participate in summer research; to introduce pre-college credit bearing courses in MATLAB, GIS and Remote Sensing and introduce students to integrative research and learning modules through hands-on research projects. The objectives of this program was to motivate, inspire, engage and increase the underrepresented minority/underserved and STEM disadvantaged HS students in inter-disciplinary fields of Earth Systems, and Environmental Sciences and Engineering; to engage students in scientific research alongside faculty and graduate mentors; to bring excitement to students/interns through cutting-edge research and help set a STEM career pathways from high school to college. The authors look forward to sharing their summer 2014 High School experience through this presentation.
{"title":"High school initiative in Remote Sensing of the Earth Systems Science and Engineering (HIRES)","authors":"S. Merchant, Emiko T. A. Morimoto, R. Khanbilvardi","doi":"10.1109/ISECON.2015.7119917","DOIUrl":"https://doi.org/10.1109/ISECON.2015.7119917","url":null,"abstract":"Recent attention to K-12 education in science, technology, engineering, and mathematics (STEM) has revealed challenges in students' performance and persistence, particularly for groups that are underrepresented STEM fields. STEM shapes people's lives in fundamental ways. However, currently, the U.S. is faced with dual crises (1) a dearth of STEM learners and (2) a lack of learning environments and hands-on opportunities especially for underrepresented communities. Although these challenges are daunting, recent education policy developments are creating an unprecedented opportunity to address them. Individuals, educators, stakeholders and decision-makers across the nation are increasingly seeking methods and strategies to bolster scientific capabilities and the capacity of our teachers and students. This is vital to increase the national STEM talent pool and workforce necessary to sustain the economy and ensure that the U.S. remains a world leader in science and technology. CUNY Remote Sensing Earth System (CREST) Institute and its consortium at the City College of New York expanded the existing successful Summer High School Internship Program (SHIP) to create an exemplary science and engineering mentoring program for HS students from underrepresented communities within the five borough of NYC and make them “college ready” especially in fields of Remote Sensing of the Earth. The overarching goals of the project was to expand the number of HS students able to participate in summer research; to introduce pre-college credit bearing courses in MATLAB, GIS and Remote Sensing and introduce students to integrative research and learning modules through hands-on research projects. The objectives of this program was to motivate, inspire, engage and increase the underrepresented minority/underserved and STEM disadvantaged HS students in inter-disciplinary fields of Earth Systems, and Environmental Sciences and Engineering; to engage students in scientific research alongside faculty and graduate mentors; to bring excitement to students/interns through cutting-edge research and help set a STEM career pathways from high school to college. The authors look forward to sharing their summer 2014 High School experience through this presentation.","PeriodicalId":386232,"journal":{"name":"2015 IEEE Integrated STEM Education Conference","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130217350","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}
Pub Date : 2015-03-07DOI: 10.1109/ISECON.2015.7119939
D. Kathuria, S. Kumaran
Engineers hold special responsibility when designing buildings or other compositions due to the fact that they must take into account the structural integrity of their designs not only during typical conditions but also during extreme circumstances. They thus hold the most direct responsibility in alleviating the extent of the aftermath of a possibly calamity. In the past, engineers have failed to properly take into consideration such factors, worsening the effects of catastrophes that, while not preventable, were more damaging than they could have been. While engineers may not be able to prevent natural events, they can certainly combat natural disasters, by reducing the damage and destruction caused by natural occurrences.
{"title":"On the mitigation of natural disasters through engineering","authors":"D. Kathuria, S. Kumaran","doi":"10.1109/ISECON.2015.7119939","DOIUrl":"https://doi.org/10.1109/ISECON.2015.7119939","url":null,"abstract":"Engineers hold special responsibility when designing buildings or other compositions due to the fact that they must take into account the structural integrity of their designs not only during typical conditions but also during extreme circumstances. They thus hold the most direct responsibility in alleviating the extent of the aftermath of a possibly calamity. In the past, engineers have failed to properly take into consideration such factors, worsening the effects of catastrophes that, while not preventable, were more damaging than they could have been. While engineers may not be able to prevent natural events, they can certainly combat natural disasters, by reducing the damage and destruction caused by natural occurrences.","PeriodicalId":386232,"journal":{"name":"2015 IEEE Integrated STEM Education Conference","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130860241","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}
Pub Date : 2015-03-07DOI: 10.1109/ISECON.2015.7119938
L. Herger, Mercy Bodarky
Timing is critical when trying to engage students in various engineering career paths. While many “National Engineers Week” programs exist for primary and middle school students, there is a lack of hands on activities for students in the 9th-12th grades. It is often difficult to devise experiments for this age group that are interesting and not juvenile. Yet, it is during these crucial years that most students are lost to science, math and engineering. Engaging students and presenting opportunities for invention and excitement is important in the teen years, when peer pressure and the distractions of friends, social events, and activities are particularly high.1. There are a number of open source programming and affordable hardware platforms that can be used to implement low cost and interactive programs to promote innovation with various age groups. In this paper we share our work, as well as our learnings on how to make the workshops more effective. We have created various Arduino projects that can be customized to grade levels ranging from grades 7-12, and even college undergraduate students. The various projects we describe in this paper have been used to interact with students of different grade levels to engage in basic elements of engineering and computer programming. The classes should be set up to work in groups to promote shared innovation, teamwork and collaboration with peers. The open source and hardware experimenting exposed the students to various career paths ranging from software engineer, to electronic engineers and basic elements of various other engineering paths. This paper is designed to demonstrate the promotion of the engineering profession in schools through the use of Arduino Uno, Raspberry Pi Gemma kits, and Flora kits. The programs are also designed to accommodate classroom setting, workshops, or as an in-class field trip.
当试图让学生走上不同的工程职业道路时，时机是至关重要的。虽然有许多针对中小学生的“国家工程师周”项目，但缺乏针对9 -12年级学生的动手活动。通常很难为这个年龄组设计有趣而不幼稚的实验。然而，正是在这些关键时期，大多数学生迷失在科学、数学和工程领域。在青少年时期，同龄人的压力和来自朋友、社会事件和活动的干扰特别大，吸引学生并给他们创造和刺激的机会是很重要的。有许多开源编程和负担得起的硬件平台可用于实现低成本和交互式程序，以促进不同年龄组的创新。在本文中，我们将分享我们的工作，以及我们在如何使研讨会更有效方面的经验。我们已经创建了各种Arduino项目，可以定制到7-12年级，甚至大学本科生的年级水平。我们在本文中描述的各种项目已经被用来与不同年级的学生互动，以从事工程和计算机编程的基本要素。这些课程应该以小组为单位，以促进共享创新、团队合作和与同龄人的合作。开源和硬件实验让学生们接触到各种各样的职业道路，从软件工程师到电子工程师，以及各种其他工程道路的基本要素。本文旨在通过使用Arduino Uno, Raspberry Pi Gemma套件和Flora套件来演示在学校中促进工程专业的发展。该计划也被设计为适应课堂设置，研讨会，或作为课堂实地考察。
{"title":"Engaging students with open source technologies and Arduino","authors":"L. Herger, Mercy Bodarky","doi":"10.1109/ISECON.2015.7119938","DOIUrl":"https://doi.org/10.1109/ISECON.2015.7119938","url":null,"abstract":"Timing is critical when trying to engage students in various engineering career paths. While many “National Engineers Week” programs exist for primary and middle school students, there is a lack of hands on activities for students in the 9th-12th grades. It is often difficult to devise experiments for this age group that are interesting and not juvenile. Yet, it is during these crucial years that most students are lost to science, math and engineering. Engaging students and presenting opportunities for invention and excitement is important in the teen years, when peer pressure and the distractions of friends, social events, and activities are particularly high.1. There are a number of open source programming and affordable hardware platforms that can be used to implement low cost and interactive programs to promote innovation with various age groups. In this paper we share our work, as well as our learnings on how to make the workshops more effective. We have created various Arduino projects that can be customized to grade levels ranging from grades 7-12, and even college undergraduate students. The various projects we describe in this paper have been used to interact with students of different grade levels to engage in basic elements of engineering and computer programming. The classes should be set up to work in groups to promote shared innovation, teamwork and collaboration with peers. The open source and hardware experimenting exposed the students to various career paths ranging from software engineer, to electronic engineers and basic elements of various other engineering paths. This paper is designed to demonstrate the promotion of the engineering profession in schools through the use of Arduino Uno, Raspberry Pi Gemma kits, and Flora kits. The programs are also designed to accommodate classroom setting, workshops, or as an in-class field trip.","PeriodicalId":386232,"journal":{"name":"2015 IEEE Integrated STEM Education Conference","volume":"63 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126735063","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}
Pub Date : 2015-03-07DOI: 10.1109/ISECON.2015.7119930
Mo Zhang, A. A. Kranov, S. Beyerlein, Jay P. McCormack, P. Pedrow, E. Schmeckpeper
Professional skills are critical for success in the multidisciplinary, intercultural, and cross-functional team interactions that characterize 21st century engineering careers. Despite consensus around the need for developing professional skills, engineering programs have been struggling to define, teach, and measure those skills. This paper describes the investigation of the functioning of a group-based performance assessment of engineering professional skills called EPSA. The EPSA consists of a scenario that presents a contemporary engineering issue with no clear-cut solution, and an analytical scoring rubric with five dimensions corresponding to the skills identified as 3f - 3j in ABET Criterion 3 Student Outcomes. This investigation dealt with two persistent problems in performance assessment: the extent to which student performance varied unexpectedly as a function of the assigned scenario, and whether complex performances could be disaggregated through the use of rubric dimension scores. Data were collected from 20 discussion groups at three engineering colleges in the US. The analyses were conducted using a two-stage nested mixed-effects model. Because of the small sample size, results are best viewed as preliminary and in need of replication. The findings tentatively suggest that EPSA scores discriminate among student groups and that differences in group performance related to scenario appear to be minimal. Further, student groups exhibited different proficiency profiles across the five EPSA dimensions. Results may suggest the need for more emphasis on engineering professional skills at the undergraduate level.
{"title":"Investigating a scenario-based performance assessment of engineering professional skills","authors":"Mo Zhang, A. A. Kranov, S. Beyerlein, Jay P. McCormack, P. Pedrow, E. Schmeckpeper","doi":"10.1109/ISECON.2015.7119930","DOIUrl":"https://doi.org/10.1109/ISECON.2015.7119930","url":null,"abstract":"Professional skills are critical for success in the multidisciplinary, intercultural, and cross-functional team interactions that characterize 21st century engineering careers. Despite consensus around the need for developing professional skills, engineering programs have been struggling to define, teach, and measure those skills. This paper describes the investigation of the functioning of a group-based performance assessment of engineering professional skills called EPSA. The EPSA consists of a scenario that presents a contemporary engineering issue with no clear-cut solution, and an analytical scoring rubric with five dimensions corresponding to the skills identified as 3f - 3j in ABET Criterion 3 Student Outcomes. This investigation dealt with two persistent problems in performance assessment: the extent to which student performance varied unexpectedly as a function of the assigned scenario, and whether complex performances could be disaggregated through the use of rubric dimension scores. Data were collected from 20 discussion groups at three engineering colleges in the US. The analyses were conducted using a two-stage nested mixed-effects model. Because of the small sample size, results are best viewed as preliminary and in need of replication. The findings tentatively suggest that EPSA scores discriminate among student groups and that differences in group performance related to scenario appear to be minimal. Further, student groups exhibited different proficiency profiles across the five EPSA dimensions. Results may suggest the need for more emphasis on engineering professional skills at the undergraduate level.","PeriodicalId":386232,"journal":{"name":"2015 IEEE Integrated STEM Education Conference","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122005875","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}
Pub Date : 2015-03-07DOI: 10.1109/ISECON.2015.7119948
E. Hiteshue, K. Irvin, M. Lanzerotti, S. Hochheiser, Michael Geselowitz, Derrick Langley, Richard K. Martin, Charles Cerny, B. Paul, Bhargab Chattopadhyay
This paper describes an interdisciplinary undergraduate research program in STEM fields intended to motivate female students to graduate with STEM degrees. The goal of the dual-role approach is to provide unique mentorship from distinguished technical leaders to female students while the students simultaneously pursue STEM research as a team. The students receive mentorship from distinguished female leaders in STEM fields through conducting an Oral History Project in collaboration with the IEEE History Center. Research results produced by the students are presented at national conferences and published in national conference proceedings, and oral history transcripts of the distinguished leaders are published on the IEEE Global History Network.
{"title":"Interdisciplinary research program to inspire underrepresented undergraduate students in science, technology, engineering and mathematics (STEM) fields","authors":"E. Hiteshue, K. Irvin, M. Lanzerotti, S. Hochheiser, Michael Geselowitz, Derrick Langley, Richard K. Martin, Charles Cerny, B. Paul, Bhargab Chattopadhyay","doi":"10.1109/ISECON.2015.7119948","DOIUrl":"https://doi.org/10.1109/ISECON.2015.7119948","url":null,"abstract":"This paper describes an interdisciplinary undergraduate research program in STEM fields intended to motivate female students to graduate with STEM degrees. The goal of the dual-role approach is to provide unique mentorship from distinguished technical leaders to female students while the students simultaneously pursue STEM research as a team. The students receive mentorship from distinguished female leaders in STEM fields through conducting an Oral History Project in collaboration with the IEEE History Center. Research results produced by the students are presented at national conferences and published in national conference proceedings, and oral history transcripts of the distinguished leaders are published on the IEEE Global History Network.","PeriodicalId":386232,"journal":{"name":"2015 IEEE Integrated STEM Education Conference","volume":"69 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123603444","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}
Pub Date : 2015-03-07DOI: 10.1109/ISECON.2015.7119919
Lori Sheetz, Veronica Dunham, Judith Cooper
To be successful in the 21st century, students must have a fundamental knowledge of complex networks which allows them to explore the interconnectedness of our world. Network science, a relatively new field of study, represents a fundamental shift away from reductionism to a more complex real world approach to problem solving which looks at interactions between components as well as the components themselves in a system. It is a tool that assists researchers and students to make connections needed to solve complex challenges and integrate abstract ideas. While this field has primarily engaged students at a graduate level, recently a growing number of new undergraduate courses have been offered and for a small number of high school students there have been opportunities to participate in research. However, initiatives have reached a relatively small number of students. In an effort to bring network thinking to more students, a professional development course was developed to introduce more teachers to network science and show how it can be utilized as a multi-disciplinary tool within their current curriculum.
{"title":"Professional development for network science as a multi-disciplinary curriculum tool","authors":"Lori Sheetz, Veronica Dunham, Judith Cooper","doi":"10.1109/ISECON.2015.7119919","DOIUrl":"https://doi.org/10.1109/ISECON.2015.7119919","url":null,"abstract":"To be successful in the 21st century, students must have a fundamental knowledge of complex networks which allows them to explore the interconnectedness of our world. Network science, a relatively new field of study, represents a fundamental shift away from reductionism to a more complex real world approach to problem solving which looks at interactions between components as well as the components themselves in a system. It is a tool that assists researchers and students to make connections needed to solve complex challenges and integrate abstract ideas. While this field has primarily engaged students at a graduate level, recently a growing number of new undergraduate courses have been offered and for a small number of high school students there have been opportunities to participate in research. However, initiatives have reached a relatively small number of students. In an effort to bring network thinking to more students, a professional development course was developed to introduce more teachers to network science and show how it can be utilized as a multi-disciplinary tool within their current curriculum.","PeriodicalId":386232,"journal":{"name":"2015 IEEE Integrated STEM Education Conference","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122455020","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}
Pub Date : 2015-03-07DOI: 10.1109/ISECON.2015.7119920
Shouling He, Jonathan Zubarriain, Nicholas Kumia
In 2014, Vaughn College of Aeronautics and Technology has developed a five-week pre-engineering intensive summer program. The program provided high school students with hands-on experience in the Robotics and Mechanics to advance them in the pursuit of a degree in engineering. Correspondingly, the program also enhanced students' technical writing skills and the fundamental knowledge of mathematics and physics needed in engineering. Different from other pre-college engineering programs which focus more on mathematics and physics education, in this program, engineering and engineering project design and implementation have been intensively discussed through building and programming a mobile robot. High school students were encouraged to creatively develop their own project in a team while the collaborative learning and effective communication skill are particularly addressed. The student survey showed that the intensive summer program has increased students' comprehension of engineering and awareness towards engineering-related careers, which are critical for high school students to choose engineering as a future career.
2014年，沃恩航空技术学院(Vaughn College of Aeronautics and Technology)开发了一个为期五周的暑期工程预科强化课程。该计划为高中生提供了机器人和力学方面的实践经验，以促进他们在工程学位的追求。相应的，该项目也提高了学生的技术写作能力和工程所需的数学和物理基础知识。与其他大学预科工程专业更多地关注数学和物理教育不同，在这个项目中，通过构建和编程一个移动机器人，深入讨论了工程和工程项目的设计与实施。鼓励高中生在团队中创造性地开发自己的项目，并特别强调了协作学习和有效沟通技巧。学生调查显示，密集的暑期课程提高了学生对工程的理解和对工程相关职业的认识，这对高中生选择工程作为未来职业至关重要。
{"title":"Integrating robotics education in pre-college engineering program","authors":"Shouling He, Jonathan Zubarriain, Nicholas Kumia","doi":"10.1109/ISECON.2015.7119920","DOIUrl":"https://doi.org/10.1109/ISECON.2015.7119920","url":null,"abstract":"In 2014, Vaughn College of Aeronautics and Technology has developed a five-week pre-engineering intensive summer program. The program provided high school students with hands-on experience in the Robotics and Mechanics to advance them in the pursuit of a degree in engineering. Correspondingly, the program also enhanced students' technical writing skills and the fundamental knowledge of mathematics and physics needed in engineering. Different from other pre-college engineering programs which focus more on mathematics and physics education, in this program, engineering and engineering project design and implementation have been intensively discussed through building and programming a mobile robot. High school students were encouraged to creatively develop their own project in a team while the collaborative learning and effective communication skill are particularly addressed. The student survey showed that the intensive summer program has increased students' comprehension of engineering and awareness towards engineering-related careers, which are critical for high school students to choose engineering as a future career.","PeriodicalId":386232,"journal":{"name":"2015 IEEE Integrated STEM Education Conference","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128206477","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}
Pub Date : 2015-03-07DOI: 10.1109/ISECON.2015.7119950
J. D. Steinmeyer
One way to increase the reach of STEM exposure and education programs is through the use of online environments. There are numerous challenges in pursuing such a solution, however. Here we present an online EECS-themed curriculum we developed and ran in the summer of 2014 that introduced rising high school seniors to core concepts in EECS. The course placed significant emphasis on short, yet complex exercise modules that relied on both software and hardware engineering concepts and attempted to develop a virtual laboratory setting in an effort to reproduce the benefits of laboratory presence of residential programs. Three different online environments were used in tandem to create an online community. We discuss the creation of the curriculum, show several examples of exercises carried out by students, present analysis of student behavior throughout the course, and discuss student feedback from this course as compared to residential programs. It is our intention that this work could provide the basis for future similar curricula, enabling cost-effective broader outreach of STEM programs at the K-12 level.
{"title":"Online EECS curriculum for high school students","authors":"J. D. Steinmeyer","doi":"10.1109/ISECON.2015.7119950","DOIUrl":"https://doi.org/10.1109/ISECON.2015.7119950","url":null,"abstract":"One way to increase the reach of STEM exposure and education programs is through the use of online environments. There are numerous challenges in pursuing such a solution, however. Here we present an online EECS-themed curriculum we developed and ran in the summer of 2014 that introduced rising high school seniors to core concepts in EECS. The course placed significant emphasis on short, yet complex exercise modules that relied on both software and hardware engineering concepts and attempted to develop a virtual laboratory setting in an effort to reproduce the benefits of laboratory presence of residential programs. Three different online environments were used in tandem to create an online community. We discuss the creation of the curriculum, show several examples of exercises carried out by students, present analysis of student behavior throughout the course, and discuss student feedback from this course as compared to residential programs. It is our intention that this work could provide the basis for future similar curricula, enabling cost-effective broader outreach of STEM programs at the K-12 level.","PeriodicalId":386232,"journal":{"name":"2015 IEEE Integrated STEM Education Conference","volume":"95 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133226551","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}
Pub Date : 2015-03-07DOI: 10.1109/ISECON.2015.7119899
Yin Pan, David Schwartz, S. Mishra
Cyber security and forensics are among the most critical areas of national importance with a rising demand for knowledgeable professionals. In response to the increasing need for advanced studies in forensics, we propose game-based modules using the game-based learning approach that enable first-year students to learn basic digital forensics concepts without pre-requisite knowledge. This paper focuses on the design and development of an interactive game framework and the educational digital forensics modules that will be plugged into the game framework in a real computing environment. In contrast to the traditional teaching approaches, this modular approach will use game-based learning and visualization techniques to engage students to learn abstract concepts and to explore forensics investigation technologies and procedures through interactive games. The general design of the game framework can be replicated and adapted by other science education programs.
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