Contribution: Although a limited number of studies have compared textbooks used in introductory science courses (ISCs) and technical engineering courses (TECs), such a study has not been conducted regarding the Laplace transform (LT). The LT is one of the important topics that electrical engineering students learn as part of their undergraduate degree. It is instrumental in both ISCs (e.g., DEs) and TECs (e.g., signal processing (SP)). Background: Textbooks stand as one of the main resources for teaching and learning mathematics. Previous research has highlighted differences in how mathematical concepts are discussed in ISCs and TECs. These disparities might hinder students’ opportunities to learn mathematics and identify the importance of mathematics in engineering. Intended Outcomes: The findings have the potential to increase awareness of mathematics and engineering instructors regarding the teaching and learning of the LT in ISCs and TECs. Additionally, it could result in the identification of several suggestions for textbook authors of DEs and SP, ultimately contributing to the improvement of engineering education for (electrical) engineering students. Application Design: This study uses the praxeological analysis rooted in the Anthropological Theory of the Didactic to analyze two textbooks. One is tailored for teaching and learning DEs, while the other addresses teaching and learning SP, a mandatory course for electrical engineering students in many countries. Findings: The findings indicate that there are several differences between the two textbooks, including differences in the purpose/motivation of presenting this topic and the definitions provided for the LT.
{"title":"Laplace Transform in Mathematics and Electrical Engineering: A Praxeological Analysis of Two Textbooks on the Differential Equations and Signal Processing","authors":"Faezeh Rezvanifard;Farzad Radmehr","doi":"10.1109/TE.2024.3349662","DOIUrl":"10.1109/TE.2024.3349662","url":null,"abstract":"Contribution: Although a limited number of studies have compared textbooks used in introductory science courses (ISCs) and technical engineering courses (TECs), such a study has not been conducted regarding the Laplace transform (LT). The LT is one of the important topics that electrical engineering students learn as part of their undergraduate degree. It is instrumental in both ISCs (e.g., DEs) and TECs (e.g., signal processing (SP)). Background: Textbooks stand as one of the main resources for teaching and learning mathematics. Previous research has highlighted differences in how mathematical concepts are discussed in ISCs and TECs. These disparities might hinder students’ opportunities to learn mathematics and identify the importance of mathematics in engineering. Intended Outcomes: The findings have the potential to increase awareness of mathematics and engineering instructors regarding the teaching and learning of the LT in ISCs and TECs. Additionally, it could result in the identification of several suggestions for textbook authors of DEs and SP, ultimately contributing to the improvement of engineering education for (electrical) engineering students. Application Design: This study uses the praxeological analysis rooted in the Anthropological Theory of the Didactic to analyze two textbooks. One is tailored for teaching and learning DEs, while the other addresses teaching and learning SP, a mandatory course for electrical engineering students in many countries. Findings: The findings indicate that there are several differences between the two textbooks, including differences in the purpose/motivation of presenting this topic and the definitions provided for the LT.","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":"67 4","pages":"508-518"},"PeriodicalIF":2.1,"publicationDate":"2024-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139950959","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Mahbub Hasan;Jason M. Lodge;Azharul Karim;Md. Shahadat Hossain Khan
Contributions: This article provides valuable insights into the varying approaches of engineering students in their understanding and application of project-based learning (PBL) and its relationship with student success. The findings can be used to improve the design and implementation of effective learning environments, evaluate the effectiveness of engineering education programs, and advance the current understanding of the relationship between PBL and knowledge acquisition in engineering. Background: Previous research has demonstrated that PBL has become a significant teaching and learning method in engineering education. It has resulted in considerable progress in students’ problem-solving and critical thinking skills, teamwork, and technical concept communication. However, there is still a lack of exploration on how engineering students perceive PBL from their standpoint and how their conceptions influence student learning. This study aims to contribute to the currently limited comprehension of PBL from the students’ perspective. Research Questions: What are the qualitatively different ways engineering students conceptualize PBL, and how does PBL contribute to knowledge and skill acquisition? Methodology: A phenomenographic approach was used to gather data from engineering students who had experienced PBL in their course. Semi-structured interviews were conducted to gather rich and detailed data about the students’ conceptions of PBL. The data was then analyzed using a phenomenographic framework to identify how engineering students conceived PBL. Findings: Students’ conceptions of PBL are not uniform but vary in five different pedagogical beliefs that shape how they act in the PBL environment. The different conceptions of PBL in engineering education suggest that instructors need to communicate the learning objectives of PBL more clearly to students, and design PBL activities that cater to the diverse needs and expectations of students.
{"title":"Exploring Students’ Conceptions of Project-Based Learning: Implications for Improving Engineering Pedagogy","authors":"Mahbub Hasan;Jason M. Lodge;Azharul Karim;Md. Shahadat Hossain Khan","doi":"10.1109/TE.2023.3348523","DOIUrl":"10.1109/TE.2023.3348523","url":null,"abstract":"Contributions: This article provides valuable insights into the varying approaches of engineering students in their understanding and application of project-based learning (PBL) and its relationship with student success. The findings can be used to improve the design and implementation of effective learning environments, evaluate the effectiveness of engineering education programs, and advance the current understanding of the relationship between PBL and knowledge acquisition in engineering. Background: Previous research has demonstrated that PBL has become a significant teaching and learning method in engineering education. It has resulted in considerable progress in students’ problem-solving and critical thinking skills, teamwork, and technical concept communication. However, there is still a lack of exploration on how engineering students perceive PBL from their standpoint and how their conceptions influence student learning. This study aims to contribute to the currently limited comprehension of PBL from the students’ perspective. Research Questions: What are the qualitatively different ways engineering students conceptualize PBL, and how does PBL contribute to knowledge and skill acquisition? Methodology: A phenomenographic approach was used to gather data from engineering students who had experienced PBL in their course. Semi-structured interviews were conducted to gather rich and detailed data about the students’ conceptions of PBL. The data was then analyzed using a phenomenographic framework to identify how engineering students conceived PBL. Findings: Students’ conceptions of PBL are not uniform but vary in five different pedagogical beliefs that shape how they act in the PBL environment. The different conceptions of PBL in engineering education suggest that instructors need to communicate the learning objectives of PBL more clearly to students, and design PBL activities that cater to the diverse needs and expectations of students.","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":"67 2","pages":"234-244"},"PeriodicalIF":2.6,"publicationDate":"2024-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139951270","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Contribution: This article identifies possible ruptures between the ways fundamental notions of exact differential and exact differential equations (EDEs) are employed in mathematics courses and professional engineering disciplines. Background: Engineering students often experience difficulties with mathematics courses which may even lead to dropout from engineering programs. Students also face problems applying acquired mathematics knowledge in professional courses. Research is needed to understand how fundamental mathematics concepts are used in advanced engineering courses. Research Questions: How are the notions of exact differential and EDEs used in mathematics and engineering courses? What potential learning difficulties originate from different institutional practices and how can they be addressed? Methodology: The anthropological theory of the didactic is employed to analyze how six different STEM disciplines approach fundamental concepts of exact differential and EDEs. Distinctions in praxeologies associated with different institutions reveal possible learning difficulties students face relating new knowledge in engineering disciplines to that acquired in mathematics courses. Findings: Student learning can be facilitated by bridging the way exact differentials are introduced in Calculus and Differential Equations. Student conceptual understanding can be facilitated through the cross-disciplinary collaboration between mathematicians and engineers in the development of new courses and study programs.
{"title":"Exactness: A Concept Important for Engineering Applications or a Source of Potential Difficulties?","authors":"Svitlana Rogovchenko;Yuriy Rogovchenko","doi":"10.1109/TE.2023.3335874","DOIUrl":"10.1109/TE.2023.3335874","url":null,"abstract":"Contribution: This article identifies possible ruptures between the ways fundamental notions of exact differential and exact differential equations (EDEs) are employed in mathematics courses and professional engineering disciplines. Background: Engineering students often experience difficulties with mathematics courses which may even lead to dropout from engineering programs. Students also face problems applying acquired mathematics knowledge in professional courses. Research is needed to understand how fundamental mathematics concepts are used in advanced engineering courses. Research Questions: How are the notions of exact differential and EDEs used in mathematics and engineering courses? What potential learning difficulties originate from different institutional practices and how can they be addressed? Methodology: The anthropological theory of the didactic is employed to analyze how six different STEM disciplines approach fundamental concepts of exact differential and EDEs. Distinctions in praxeologies associated with different institutions reveal possible learning difficulties students face relating new knowledge in engineering disciplines to that acquired in mathematics courses. Findings: Student learning can be facilitated by bridging the way exact differentials are introduced in Calculus and Differential Equations. Student conceptual understanding can be facilitated through the cross-disciplinary collaboration between mathematicians and engineers in the development of new courses and study programs.","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":"67 4","pages":"562-573"},"PeriodicalIF":2.1,"publicationDate":"2024-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139950961","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Hector Vargas;Ruben Heradio;Gonzalo Farias;Zhongcheng Lei;Luis de la Torre
Contribution: A competency assessment framework that enables learning analytics for course monitoring and continuous improvement. Our work fills the gap in systematic methods for competency assessment in higher education. Background: Many institutions are shifting toward competency-based education (CBE), thus encouraging their educators to start evaluating their students under this paradigm. Previous research shows that structured assessment models are fundamental in guiding educators toward this adoption. Intended Outcomes: An assessment model for CBE that is easy to adopt and use, while facilitating the application of learning analytics techniques. Application Design: The new framework considerably extends a prior model we proposed three years ago. Two engineering competency-based courses used the framework for assessment. Assessment rubrics were prepared and used for evaluating and collecting the students’ data progressively, thus enabling the use of learning analytics for decision-making. Findings: Thanks to the model: 1) students received a detailed report of their achievements, including a thorough explanation and justification of the evaluation criteria and 2) instructors could improve the course and provide objective evidence of their actions to quality assurance agencies. As a result, the framework is presently being used in 15 courses taught at eight different university degrees at the Pontifical Catholic University of Valparaiso (PUCV).
{"title":"A Pragmatic Framework for Assessing Learning Outcomes in Competency-Based Courses","authors":"Hector Vargas;Ruben Heradio;Gonzalo Farias;Zhongcheng Lei;Luis de la Torre","doi":"10.1109/TE.2023.3347273","DOIUrl":"10.1109/TE.2023.3347273","url":null,"abstract":"Contribution: A competency assessment framework that enables learning analytics for course monitoring and continuous improvement. Our work fills the gap in systematic methods for competency assessment in higher education. Background: Many institutions are shifting toward competency-based education (CBE), thus encouraging their educators to start evaluating their students under this paradigm. Previous research shows that structured assessment models are fundamental in guiding educators toward this adoption. Intended Outcomes: An assessment model for CBE that is easy to adopt and use, while facilitating the application of learning analytics techniques. Application Design: The new framework considerably extends a prior model we proposed three years ago. Two engineering competency-based courses used the framework for assessment. Assessment rubrics were prepared and used for evaluating and collecting the students’ data progressively, thus enabling the use of learning analytics for decision-making. Findings: Thanks to the model: 1) students received a detailed report of their achievements, including a thorough explanation and justification of the evaluation criteria and 2) instructors could improve the course and provide objective evidence of their actions to quality assurance agencies. As a result, the framework is presently being used in 15 courses taught at eight different university degrees at the Pontifical Catholic University of Valparaiso (PUCV).","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":"67 2","pages":"224-233"},"PeriodicalIF":2.6,"publicationDate":"2024-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=10409233","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139950958","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Christian X. Navarro-Cota;Ana I. Molina;Miguel A. Redondo;Carmen Lacave
Contribution: This article describes the process used to create a questionnaire to evaluate the usability of mobile learning applications (CECAM). The questionnaire includes specific questions to assess user interface usability and pedagogical usability. Background: Nowadays, mobile applications are expanding rapidly and are commonly used in educational institutions to support the learning and teaching process. But the possible deficient usability could decrease the utility of learning activities and the student’s motivation. Therefore, careful planning and design by the developer are required, along with a usability evaluation of the applications. Research Questions: How could an instrument be developed to evaluate the usability of m-learning applications that combine technical and pedagogical aspects? How can the quality of the developed instrument be determined? Methodology: A structured questionnaire was created like a measuring tool to evaluate and design m-learning applications. Different statistical techniques, including reliability and validity assessments, were employed to evaluate the quality of the instrument, which is determined through the calibration of the CECAM survey. Findings: After the validity analysis of the questionnaire, a scale with 56 items was obtained, with an alpha reliability coefficient of 0.911 (an excellent measuring scale). It pretends to be used by teachers to design or evaluate m-learning applications, improve their usability, and enhance the students’ learning experience.
{"title":"A Comprehensive Usability Measurement Tool for m-Learning Applications","authors":"Christian X. Navarro-Cota;Ana I. Molina;Miguel A. Redondo;Carmen Lacave","doi":"10.1109/TE.2023.3347191","DOIUrl":"10.1109/TE.2023.3347191","url":null,"abstract":"Contribution: This article describes the process used to create a questionnaire to evaluate the usability of mobile learning applications (CECAM). The questionnaire includes specific questions to assess user interface usability and pedagogical usability. Background: Nowadays, mobile applications are expanding rapidly and are commonly used in educational institutions to support the learning and teaching process. But the possible deficient usability could decrease the utility of learning activities and the student’s motivation. Therefore, careful planning and design by the developer are required, along with a usability evaluation of the applications. Research Questions: How could an instrument be developed to evaluate the usability of m-learning applications that combine technical and pedagogical aspects? How can the quality of the developed instrument be determined? Methodology: A structured questionnaire was created like a measuring tool to evaluate and design m-learning applications. Different statistical techniques, including reliability and validity assessments, were employed to evaluate the quality of the instrument, which is determined through the calibration of the CECAM survey. Findings: After the validity analysis of the questionnaire, a scale with 56 items was obtained, with an alpha reliability coefficient of 0.911 (an excellent measuring scale). It pretends to be used by teachers to design or evaluate m-learning applications, improve their usability, and enhance the students’ learning experience.","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":"67 2","pages":"209-223"},"PeriodicalIF":2.6,"publicationDate":"2024-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=10401952","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139950962","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Amy L. Brooks;Prateek Shekhar;Jeffrey Knowles;Elliott Clement;Shane A. Brown
Contribution: This study aimed to improve understanding of context-based affordances and barriers to adoption of evidence-based instructional practices (EBIPs) among faculty in electrical and computer engineering (ECE). Context-based influences, including motives, constraints, and feedback mechanisms impacting EBIP adoption across six ECE faculty participants were documented using qualitative analysis. Background: Recent engineering education literature notes that the adoption of EBIPs by engineering faculty is lagging despite increased faculty awareness of EBIPs, belief in their effectiveness, and interest in integrating them. While researchers continue to investigate barriers to faculty adoption of EBIPs in science, technology, engineering, and mathematics education settings, few studies have dedicated examinations within a specific disciplinary context, particularly among ECE faculty members. Research Question: What context-based barriers and affordances influence adoption of EBIPs by ECE faculty members? Methodology: This study qualitatively analyzed data from in-depth interviews with six ECE faculty members from engineering programs throughout the United States. The study applied an iterative combination of case study and thematic analysis techniques to identify context-relevant and unique factors relevant to each individual participant and synthesize the process of decision making when incorporating EBIPs using a systems perspective. Findings: Overall, the approach identified drivers, constraints, and feedback mechanisms in regard to four emergent categories of EBIP adoption cases: 1) no use; 2) discontinued use; 3) in development; and 4) continued use. The study reports examples of context-based influences among the six participants in relation to their level of EBIP adoption, highlighting the substantial variation in faculty experiences with incorporating EBIPs.
{"title":"Contextual Influences on the Adoption of Evidence-Based Instructional Practices by Electrical and Computer Engineering Faculty","authors":"Amy L. Brooks;Prateek Shekhar;Jeffrey Knowles;Elliott Clement;Shane A. Brown","doi":"10.1109/TE.2023.3338479","DOIUrl":"10.1109/TE.2023.3338479","url":null,"abstract":"Contribution: This study aimed to improve understanding of context-based affordances and barriers to adoption of evidence-based instructional practices (EBIPs) among faculty in electrical and computer engineering (ECE). Context-based influences, including motives, constraints, and feedback mechanisms impacting EBIP adoption across six ECE faculty participants were documented using qualitative analysis. Background: Recent engineering education literature notes that the adoption of EBIPs by engineering faculty is lagging despite increased faculty awareness of EBIPs, belief in their effectiveness, and interest in integrating them. While researchers continue to investigate barriers to faculty adoption of EBIPs in science, technology, engineering, and mathematics education settings, few studies have dedicated examinations within a specific disciplinary context, particularly among ECE faculty members. Research Question: What context-based barriers and affordances influence adoption of EBIPs by ECE faculty members? Methodology: This study qualitatively analyzed data from in-depth interviews with six ECE faculty members from engineering programs throughout the United States. The study applied an iterative combination of case study and thematic analysis techniques to identify context-relevant and unique factors relevant to each individual participant and synthesize the process of decision making when incorporating EBIPs using a systems perspective. Findings: Overall, the approach identified drivers, constraints, and feedback mechanisms in regard to four emergent categories of EBIP adoption cases: 1) no use; 2) discontinued use; 3) in development; and 4) continued use. The study reports examples of context-based influences among the six participants in relation to their level of EBIP adoption, highlighting the substantial variation in faculty experiences with incorporating EBIPs.","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":"67 3","pages":"351-363"},"PeriodicalIF":2.6,"publicationDate":"2024-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139950990","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Contribution: This article applies science capital research to computing education in order to understand why students engage with a programme involving computing, and what they aspire to get out of their education. Background: Capital is a concept which has been used in educational research to study inequality, aspiration and achievement. Previous work has looked at capital in science education, but misses out on discipline-specific capital. This article applies science capital research to the field of computing education, providing insight into students’ views and dispositions of computing, their confidence and knowledge, and other factors which are important for understanding student engagement with the subject. Research Questions: How can science capital research be adapted to computing education? Further to this, what insights can be generated from such a methodology? Methodology: Inspired by the concept of science capital, a survey has been developed and tested among 29 bioinformatics students with a biology background. These students were selected since they recently switched to a programme involving computing, allowing them to reflect on their motivation, aspirations, and outcome expectations. Informed by the initial results, a follow-up interview was designed, and ten students participated. Findings: Science capital research proves useful for studying factors underlying participation in computing. Students in this study are driven by career opportunities, as well as positive beliefs and values when it comes to computing, while perceiving barriers such as low levels of computing confidence, and a gap between their skills and future careers. In addition, gender differences among survey results were observed $(p,,=$ 0.002).
{"title":"From Science to Computing: A Study of Capital Among Bioinformatics Students","authors":"Thom Kunkeler;Aletta Nylén","doi":"10.1109/TE.2023.3347096","DOIUrl":"10.1109/TE.2023.3347096","url":null,"abstract":"Contribution: This article applies science capital research to computing education in order to understand why students engage with a programme involving computing, and what they aspire to get out of their education. Background: Capital is a concept which has been used in educational research to study inequality, aspiration and achievement. Previous work has looked at capital in science education, but misses out on discipline-specific capital. This article applies science capital research to the field of computing education, providing insight into students’ views and dispositions of computing, their confidence and knowledge, and other factors which are important for understanding student engagement with the subject. Research Questions: How can science capital research be adapted to computing education? Further to this, what insights can be generated from such a methodology? Methodology: Inspired by the concept of science capital, a survey has been developed and tested among 29 bioinformatics students with a biology background. These students were selected since they recently switched to a programme involving computing, allowing them to reflect on their motivation, aspirations, and outcome expectations. Informed by the initial results, a follow-up interview was designed, and ten students participated. Findings: Science capital research proves useful for studying factors underlying participation in computing. Students in this study are driven by career opportunities, as well as positive beliefs and values when it comes to computing, while perceiving barriers such as low levels of computing confidence, and a gap between their skills and future careers. In addition, gender differences among survey results were observed \u0000<inline-formula> <tex-math>$(p,,=$ </tex-math></inline-formula>\u0000 0.002).","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":"67 2","pages":"202-208"},"PeriodicalIF":2.6,"publicationDate":"2024-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139950963","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Contribution: This longitudinal study modeled student leadership growth in a course sequence supporting long-term, large-scale, multidisciplinary projects embedded in faculty research. Students (half from computer science, computational media, electrical engineering, and computer engineering) participated for 1–4 semesters. Background: Project- based learning (PBL) is used widely in higher education. It is used in industry for leadership development, but leadership development in project-based learning (PBL) has not been explored in higher education. A preliminary analysis implied leadership growth through the third semester of participation, but the design did not control for attrition. Research Questions: At the student level, how do leadership role ratings change over multiple semesters of participation? Do first (and second) semester ratings differ by number of semesters students eventually participate? Methodology: The study involved two peer evaluation questions on 1) the degree to which students coordinated the team’s work and 2) served as technical/content area leaders. Analysis employed analysis of variance to examine attrition by initial ratings (N = 1045) and multilevel growth modeling to study change over time (N = 585). A strength of using peer evaluations is the large sample size, but a weakness is that the tool was developed for student assessment and not educational research. The study did not control for participation in leadership programs outside the course. Findings: On average, individual leadership role ratings increased each semester through the third semester of participation. Ratings of students who left the program after 1 or 2 semesters did not differ from ratings for those who participated longer.
{"title":"Leadership Growth Over Multiple Semesters in Project-Based Student Teams Embedded in Faculty Research (Vertically Integrated Projects)","authors":"Julia Sonnenberg-Klein;Edward J. Coyle","doi":"10.1109/TE.2023.3344314","DOIUrl":"10.1109/TE.2023.3344314","url":null,"abstract":"Contribution: This longitudinal study modeled student leadership growth in a course sequence supporting long-term, large-scale, multidisciplinary projects embedded in faculty research. Students (half from computer science, computational media, electrical engineering, and computer engineering) participated for 1–4 semesters. Background: Project- based learning (PBL) is used widely in higher education. It is used in industry for leadership development, but leadership development in project-based learning (PBL) has not been explored in higher education. A preliminary analysis implied leadership growth through the third semester of participation, but the design did not control for attrition. Research Questions: At the student level, how do leadership role ratings change over multiple semesters of participation? Do first (and second) semester ratings differ by number of semesters students eventually participate? Methodology: The study involved two peer evaluation questions on 1) the degree to which students coordinated the team’s work and 2) served as technical/content area leaders. Analysis employed analysis of variance to examine attrition by initial ratings (N = 1045) and multilevel growth modeling to study change over time (N = 585). A strength of using peer evaluations is the large sample size, but a weakness is that the tool was developed for student assessment and not educational research. The study did not control for participation in leadership programs outside the course. Findings: On average, individual leadership role ratings increased each semester through the third semester of participation. Ratings of students who left the program after 1 or 2 semesters did not differ from ratings for those who participated longer.","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":"67 3","pages":"443-452"},"PeriodicalIF":2.6,"publicationDate":"2024-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=10388277","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139950993","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Contribution: This study proffers a practical flexible framework for teachers and researchers embodying diverse computing pedagogies, to impart computing education (CE) to autistic students. The framework is based on the tenets of inclusion and personalised learning manipulating explicit CE pedagogies. Background: Research and anecdotal evidence exhort that autistic learners tend to favor coursework and careers in the STEM domain. Specifically, autistic young people excel in the fields of computing and programming. Computing is very logical and precise and seems to suit the strengths that categorize autism. Yet, the needs of autistic students are still not being met in the classroom as the education sector continues to explore inclusive models for teaching and learning. Intended Outcomes: The CE pedagogies infrastructure is propitious to augment the learning potential of autistic students. Application Design: The CE framework was developed pursuant to a mixed-methods study, encompassing a literature review, ethnographic experiences of this article’s authors, a survey of computing and autism specialist teachers, and teacher interviews. Findings: This study’s findings underscore that teachers are predisposed to what they know, and are not always aware of the emerging pedagogies beneficial to their pupils. Unplugged computing, physical computing, and predict, run, investigate, modify, and make (PRIMM) were adjudged as the most coveted pedagogical tools for autistic pupils. The greatest gaps in teachers’ experience and knowledge were concept maps followed by semantic waves. Although autistic pupils seem to respond best to hands-on activities, teachers require a greater understanding of the range of computing pedagogies, as well as inclusive education.
{"title":"Square Pegs and Round Holes: Pedagogy for Autistic Students in Computing Education","authors":"Selina Marianna Shah;Catherine Elliott;Prema Nedungadi","doi":"10.1109/TE.2023.3335395","DOIUrl":"10.1109/TE.2023.3335395","url":null,"abstract":"Contribution: This study proffers a practical flexible framework for teachers and researchers embodying diverse computing pedagogies, to impart computing education (CE) to autistic students. The framework is based on the tenets of inclusion and personalised learning manipulating explicit CE pedagogies. Background: Research and anecdotal evidence exhort that autistic learners tend to favor coursework and careers in the STEM domain. Specifically, autistic young people excel in the fields of computing and programming. Computing is very logical and precise and seems to suit the strengths that categorize autism. Yet, the needs of autistic students are still not being met in the classroom as the education sector continues to explore inclusive models for teaching and learning. Intended Outcomes: The CE pedagogies infrastructure is propitious to augment the learning potential of autistic students. Application Design: The CE framework was developed pursuant to a mixed-methods study, encompassing a literature review, ethnographic experiences of this article’s authors, a survey of computing and autism specialist teachers, and teacher interviews. Findings: This study’s findings underscore that teachers are predisposed to what they know, and are not always aware of the emerging pedagogies beneficial to their pupils. Unplugged computing, physical computing, and predict, run, investigate, modify, and make (PRIMM) were adjudged as the most coveted pedagogical tools for autistic pupils. The greatest gaps in teachers’ experience and knowledge were concept maps followed by semantic waves. Although autistic pupils seem to respond best to hands-on activities, teachers require a greater understanding of the range of computing pedagogies, as well as inclusive education.","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":"67 6","pages":"919-930"},"PeriodicalIF":2.1,"publicationDate":"2024-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=10384433","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139950920","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Sara Ricci;Simon Parker;Jan Jerabek;Yianna Danidou;Argyro Chatzopoulou;Remi Badonnel;Imre Lendak;Vladimir Janout
Demand for cybersecurity professionals from industry and institutions is high, driven by an increasing digitization of society and the growing range of potential targets for cyber attacks. However, despite this pressing need a significant shortfall in the number of cybersecurity experts remains and a discrepancy has emerged between the skills introduced through education and those required in professional settings. In this article, a political, economic, social, technological, legal, and environmental (PESTLE) analysis was utilized to explore the factors impacting cybersecurity education in Europe. The PESTLE analysis enabled the categorization of factors affecting cybersecurty education and skills and allowed for cybersecurity professionals to assess the relevance of the factors at a national-level and European-level. Utilizing the concept of modularity from social network analysis, the interconnectivity of factors was also considered. Finally, a European-level stakeholder survey was conducted to verify the findings. As a result of the above process, a lack of societal awareness of cybersecurity was identified as a major challenge to education, along with a lack of EU-level certification. It should be noted that significant differences between factors perceived as impacting cybersecurity education were found between countries suggesting a need for local solutions to the problem.
{"title":"Understanding Cybersecurity Education Gaps in Europe","authors":"Sara Ricci;Simon Parker;Jan Jerabek;Yianna Danidou;Argyro Chatzopoulou;Remi Badonnel;Imre Lendak;Vladimir Janout","doi":"10.1109/TE.2023.3340868","DOIUrl":"10.1109/TE.2023.3340868","url":null,"abstract":"Demand for cybersecurity professionals from industry and institutions is high, driven by an increasing digitization of society and the growing range of potential targets for cyber attacks. However, despite this pressing need a significant shortfall in the number of cybersecurity experts remains and a discrepancy has emerged between the skills introduced through education and those required in professional settings. In this article, a political, economic, social, technological, legal, and environmental (PESTLE) analysis was utilized to explore the factors impacting cybersecurity education in Europe. The PESTLE analysis enabled the categorization of factors affecting cybersecurty education and skills and allowed for cybersecurity professionals to assess the relevance of the factors at a national-level and European-level. Utilizing the concept of modularity from social network analysis, the interconnectivity of factors was also considered. Finally, a European-level stakeholder survey was conducted to verify the findings. As a result of the above process, a lack of societal awareness of cybersecurity was identified as a major challenge to education, along with a lack of EU-level certification. It should be noted that significant differences between factors perceived as impacting cybersecurity education were found between countries suggesting a need for local solutions to the problem.","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":"67 2","pages":"190-201"},"PeriodicalIF":2.6,"publicationDate":"2024-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139950992","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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