Pub Date : 2019-10-01DOI: 10.1109/FIE43999.2019.9028533
F. Arruda, S. Santos, R. Bittencourt
This a Research Full Paper. The requirements of Software Engineering need a learning environment that is not only practical but true to the reality of the market. As a student centered approach, Problem-Based Learning (PBL) enables students to be collaborative and attitude-oriented during problem-solving. Despite this, PBL has its cultural challenges. Thus, this work intends to better understand how the students learn and behave through student meaningful learning profiles and Myers Briggs Type Indicator (MBTI). Based on the principle that these students participate or participated in a discipline that used the PBL method and are students of a course in Computer Science area. In this context, this article proposes a descriptive study to make initial analyses and kick start the research. Based on this study and its early results, we can conclude that learning dimensions require greater stimulation and is perceived an initial relationship between personality profiles and meaningful learning profiles.
{"title":"Understanding the Relationship Between PBL Principles, Personality Types and Learning Profiles: An Initial Analysis","authors":"F. Arruda, S. Santos, R. Bittencourt","doi":"10.1109/FIE43999.2019.9028533","DOIUrl":"https://doi.org/10.1109/FIE43999.2019.9028533","url":null,"abstract":"This a Research Full Paper. The requirements of Software Engineering need a learning environment that is not only practical but true to the reality of the market. As a student centered approach, Problem-Based Learning (PBL) enables students to be collaborative and attitude-oriented during problem-solving. Despite this, PBL has its cultural challenges. Thus, this work intends to better understand how the students learn and behave through student meaningful learning profiles and Myers Briggs Type Indicator (MBTI). Based on the principle that these students participate or participated in a discipline that used the PBL method and are students of a course in Computer Science area. In this context, this article proposes a descriptive study to make initial analyses and kick start the research. Based on this study and its early results, we can conclude that learning dimensions require greater stimulation and is perceived an initial relationship between personality profiles and meaningful learning profiles.","PeriodicalId":6700,"journal":{"name":"2019 IEEE Frontiers in Education Conference (FIE)","volume":"38 1","pages":"1-7"},"PeriodicalIF":0.0,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77518797","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 : 2019-10-01DOI: 10.1109/FIE43999.2019.9028497
Frederico Viana Almeida, E. Canedo, Ruyther Parente da Costa
In this Research to Practice Full Paper we investigate whether the application of metrics and indicators can contribute to monitor and verify if a project is performing better when developed using the Design Thinking methodology. Furthermore, we investigate the most appropriate indicators to establish this measurement. To this end, we applied a questionnaire with ten questions, in order to verify the interviewees conceptual level about what is Design Thinking and what are the indicators. From the results, we sought to identify the perception of the interviewees about the use of indicators in Design Thinking, in a more profound way. The questionnaires were carried out in the e-survey format and the analyzes were carried out taking into account the interviewee level of education and the level of knowledge that he/she had in relation to Design Thinking and indicators. The results demonstrated the difficulty of defining specific indicators for projects that use Design Thinking since most of the interviewees did not demonstrate minimal conceptual knowledge regarding the methodology and the Design Thinking process, as well as the definition and application of indicators. However, it was possible to analyze a list of indicators as possible candidates for the application in projects that use Design Thinking, considering that few people have demonstrated to have the minimum conceptual knowledge on the subject and, therefore, this small group of people can not reflect the general context about what are the best indicators for measuring steps in the Design Thinking process.
{"title":"Definition of Indicators in the Execution of Educational Projects with Design Thinking Using the Systematic Literature Review","authors":"Frederico Viana Almeida, E. Canedo, Ruyther Parente da Costa","doi":"10.1109/FIE43999.2019.9028497","DOIUrl":"https://doi.org/10.1109/FIE43999.2019.9028497","url":null,"abstract":"In this Research to Practice Full Paper we investigate whether the application of metrics and indicators can contribute to monitor and verify if a project is performing better when developed using the Design Thinking methodology. Furthermore, we investigate the most appropriate indicators to establish this measurement. To this end, we applied a questionnaire with ten questions, in order to verify the interviewees conceptual level about what is Design Thinking and what are the indicators. From the results, we sought to identify the perception of the interviewees about the use of indicators in Design Thinking, in a more profound way. The questionnaires were carried out in the e-survey format and the analyzes were carried out taking into account the interviewee level of education and the level of knowledge that he/she had in relation to Design Thinking and indicators. The results demonstrated the difficulty of defining specific indicators for projects that use Design Thinking since most of the interviewees did not demonstrate minimal conceptual knowledge regarding the methodology and the Design Thinking process, as well as the definition and application of indicators. However, it was possible to analyze a list of indicators as possible candidates for the application in projects that use Design Thinking, considering that few people have demonstrated to have the minimum conceptual knowledge on the subject and, therefore, this small group of people can not reflect the general context about what are the best indicators for measuring steps in the Design Thinking process.","PeriodicalId":6700,"journal":{"name":"2019 IEEE Frontiers in Education Conference (FIE)","volume":"8 1","pages":"1-9"},"PeriodicalIF":0.0,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77678647","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 : 2019-10-01DOI: 10.1109/fie43999.2019.9028442
Veronica van Montfrans, Kate Williams, Cristi Bell-Huff
The goal of this special session is to describe the design and implementation of faculty learning committees focused on disseminating information about the application of inclusive pedagogical practices in engineering classrooms. Assisted by funding from the National Science Foundation via the REvolutionizing engineering and computer science Departments (RED) grant program, we developed multiple approaches to create change in ways that all members of the biomedical engineering department could participate. In one approach, we established a new kind of permanent faculty committee within our department: the Faculty Learning Committee (FLC). The FLC constitutes a completely different kind of experience in which faculty can fulfill their service commitment to the department. Unlike other committees which are almost exclusively focused on completion of tasks assigned by leaders in the department’s administration, the FLC engages faculty in reading, discussion, and project planning around a shared topic of interest. FLCs are designed to engage faculty, create buy-in for change within the department through participation, create a community of fellow engineers that can rely on one another for discussion and ideas, and give the facilitators a platform to address difficult but necessary topics to support wide-spread departmental change. This session will review the success and challenges experienced through two iterations of this program. Participants will leave with resources to create their own effective faculty learning committee.
{"title":"Creating a Faculty Learning Committee","authors":"Veronica van Montfrans, Kate Williams, Cristi Bell-Huff","doi":"10.1109/fie43999.2019.9028442","DOIUrl":"https://doi.org/10.1109/fie43999.2019.9028442","url":null,"abstract":"The goal of this special session is to describe the design and implementation of faculty learning committees focused on disseminating information about the application of inclusive pedagogical practices in engineering classrooms. Assisted by funding from the National Science Foundation via the REvolutionizing engineering and computer science Departments (RED) grant program, we developed multiple approaches to create change in ways that all members of the biomedical engineering department could participate. In one approach, we established a new kind of permanent faculty committee within our department: the Faculty Learning Committee (FLC). The FLC constitutes a completely different kind of experience in which faculty can fulfill their service commitment to the department. Unlike other committees which are almost exclusively focused on completion of tasks assigned by leaders in the department’s administration, the FLC engages faculty in reading, discussion, and project planning around a shared topic of interest. FLCs are designed to engage faculty, create buy-in for change within the department through participation, create a community of fellow engineers that can rely on one another for discussion and ideas, and give the facilitators a platform to address difficult but necessary topics to support wide-spread departmental change. This session will review the success and challenges experienced through two iterations of this program. Participants will leave with resources to create their own effective faculty learning committee.","PeriodicalId":6700,"journal":{"name":"2019 IEEE Frontiers in Education Conference (FIE)","volume":"77 1","pages":"1-2"},"PeriodicalIF":0.0,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86183718","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 : 2019-10-01DOI: 10.1109/FIE43999.2019.9028597
J. Gangathulasi, S. Panda
Empowering faculty members through structured training programme will reform the educational ecosystem with value added input to the students. In general, faculty development programme could be grouped into three major clusters viz., (a) Refresher courses (b) Pedagogy & Technology tool courses and (c) Instructional Pedagogy courses. In the refresher courses, the latest development in the content area is provided and there is gain in better insight to the faculty members. In the case of pedagogy and technology tools courses, the main focus is understanding the nuances of pedagogy and implementation through integrating technology tools in the classroom. The third category of training is purely integrated and focus how to deliver the content in accordance to the fundamental principles of teaching and they mostly focus on particular subject with focus on how to deliver it. The concept of faculty development programme predominantly adopted by the faculty members in the government sector due to stipulated review mechanism for promotion, however there exists a void in attending the programme by the faculty members working in private institutions. The major constraint seems to be course fee, permission from the education institute and location of the training programme. In order to address the constraint and to adopt inclusive approach in providing training to all the faculty members both government and private sector, blended approach was adopted. At NITTTR Chennai, training programme to faculty members in the area of instructional design and delivery was carried out through blended mode. The framework was designed to enhance the effectiveness of the training programme. The nodal centers were connected through online lecturing followed by face to face lecture in the end of the training programme. Technology paved the way to provide training to all the faculty members and in turn enhanced the teaching skills. This paper concludes with a discussion of the implications associated with implementation and follow up.
{"title":"Revitalizing Teaching Skills through Blended Mode of Faculty Development Programme","authors":"J. Gangathulasi, S. Panda","doi":"10.1109/FIE43999.2019.9028597","DOIUrl":"https://doi.org/10.1109/FIE43999.2019.9028597","url":null,"abstract":"Empowering faculty members through structured training programme will reform the educational ecosystem with value added input to the students. In general, faculty development programme could be grouped into three major clusters viz., (a) Refresher courses (b) Pedagogy & Technology tool courses and (c) Instructional Pedagogy courses. In the refresher courses, the latest development in the content area is provided and there is gain in better insight to the faculty members. In the case of pedagogy and technology tools courses, the main focus is understanding the nuances of pedagogy and implementation through integrating technology tools in the classroom. The third category of training is purely integrated and focus how to deliver the content in accordance to the fundamental principles of teaching and they mostly focus on particular subject with focus on how to deliver it. The concept of faculty development programme predominantly adopted by the faculty members in the government sector due to stipulated review mechanism for promotion, however there exists a void in attending the programme by the faculty members working in private institutions. The major constraint seems to be course fee, permission from the education institute and location of the training programme. In order to address the constraint and to adopt inclusive approach in providing training to all the faculty members both government and private sector, blended approach was adopted. At NITTTR Chennai, training programme to faculty members in the area of instructional design and delivery was carried out through blended mode. The framework was designed to enhance the effectiveness of the training programme. The nodal centers were connected through online lecturing followed by face to face lecture in the end of the training programme. Technology paved the way to provide training to all the faculty members and in turn enhanced the teaching skills. This paper concludes with a discussion of the implications associated with implementation and follow up.","PeriodicalId":6700,"journal":{"name":"2019 IEEE Frontiers in Education Conference (FIE)","volume":"25 1","pages":"1-5"},"PeriodicalIF":0.0,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88245920","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 : 2019-10-01DOI: 10.1109/FIE43999.2019.9028647
R. Sundaram
This Research to Practice Work-in-Progress paper discusses the delivery and assessment of the learning outcomes for hands-on STEM laboratory and project activities which engage K-12 STEM students and K-12 STEM educators. Hands-on laboratory and project-based experiences are deemed to be among the most effective means to introduce and reinforce STEM-related concepts. The constituents identified as K-12 students are introduced to aspects of engineering design, assembly, test, and validation. The faculty from undergraduate engineering programs interact with K-12 students either by organizing visits to the engineering laboratories and/or travel to the STEM schools to demonstrate engineering projects as well as engage the K-12 students in engineering laboratory activities. The duration of each laboratory activity is approximately sixty minutes. The constituents identified as K-12 STEM educators are engaged in structured project activities using a workshop setting. During the ninety-minute duration of the workshop, project activities ranging from simple resistive circuit configurations to advanced transistor and RF circuits are first outlined, then assembled and tested by the educators. Through participation in this workshop, the STEM educators gain the opportunity to identify new and/or revise laboratory activities within their K-12 STEM curriculum.
{"title":"STEM Outreach with K-12 Schools: Delivery of Electrical Engineering Projects and Assessment of Learning Outcomes","authors":"R. Sundaram","doi":"10.1109/FIE43999.2019.9028647","DOIUrl":"https://doi.org/10.1109/FIE43999.2019.9028647","url":null,"abstract":"This Research to Practice Work-in-Progress paper discusses the delivery and assessment of the learning outcomes for hands-on STEM laboratory and project activities which engage K-12 STEM students and K-12 STEM educators. Hands-on laboratory and project-based experiences are deemed to be among the most effective means to introduce and reinforce STEM-related concepts. The constituents identified as K-12 students are introduced to aspects of engineering design, assembly, test, and validation. The faculty from undergraduate engineering programs interact with K-12 students either by organizing visits to the engineering laboratories and/or travel to the STEM schools to demonstrate engineering projects as well as engage the K-12 students in engineering laboratory activities. The duration of each laboratory activity is approximately sixty minutes. The constituents identified as K-12 STEM educators are engaged in structured project activities using a workshop setting. During the ninety-minute duration of the workshop, project activities ranging from simple resistive circuit configurations to advanced transistor and RF circuits are first outlined, then assembled and tested by the educators. Through participation in this workshop, the STEM educators gain the opportunity to identify new and/or revise laboratory activities within their K-12 STEM curriculum.","PeriodicalId":6700,"journal":{"name":"2019 IEEE Frontiers in Education Conference (FIE)","volume":"8 1","pages":"1-4"},"PeriodicalIF":0.0,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77200722","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 : 2019-10-01DOI: 10.1109/FIE43999.2019.9028584
Anne-Kathrin Peters, M. Daniels, Å. Cajander
The learning agreement has great potential as a learning intervention that supports learners to take ownership of their learning and to develop in ways that are meaningful to them. It is useful to educate a diverse student cohort. In a project course as the one investigated in this study, the learning agreement intervention can be beneficial to make use of the different experiences and competencies that a diverse student group brings to the table. In practice however, the learning agreement invention is uncommon in education and not well understood. As it is used in the present study, it is essentially a document in which the students describe competencies that they want to develop, as well as how they will develop and assess those competencies. This study has investigated the learning agreement intervention as it was conducted in an open-ended group project, in particular a workshop to improve the quality and usefulness of the students’ learning agreements. Two versions of learning agreements, the one before the workshop and the one after, from 19 students were analysed, as well as semi-structured interview data with the students. We find that many learning agreements are of little use, even after the workshop. A qualitative thematic analysis suggests that the students experience the learning agreement and workshop as useful but that they still struggle with the learning agreement, particularly with describing activities to develop and assess their learning. We derive ideas for how to improve the learning agreement intervention, e.g. by integrating it more with the project work.
{"title":"Utilising Diversity for Project Work and Learning: A Study of the Learning Agreement Intervention","authors":"Anne-Kathrin Peters, M. Daniels, Å. Cajander","doi":"10.1109/FIE43999.2019.9028584","DOIUrl":"https://doi.org/10.1109/FIE43999.2019.9028584","url":null,"abstract":"The learning agreement has great potential as a learning intervention that supports learners to take ownership of their learning and to develop in ways that are meaningful to them. It is useful to educate a diverse student cohort. In a project course as the one investigated in this study, the learning agreement intervention can be beneficial to make use of the different experiences and competencies that a diverse student group brings to the table. In practice however, the learning agreement invention is uncommon in education and not well understood. As it is used in the present study, it is essentially a document in which the students describe competencies that they want to develop, as well as how they will develop and assess those competencies. This study has investigated the learning agreement intervention as it was conducted in an open-ended group project, in particular a workshop to improve the quality and usefulness of the students’ learning agreements. Two versions of learning agreements, the one before the workshop and the one after, from 19 students were analysed, as well as semi-structured interview data with the students. We find that many learning agreements are of little use, even after the workshop. A qualitative thematic analysis suggests that the students experience the learning agreement and workshop as useful but that they still struggle with the learning agreement, particularly with describing activities to develop and assess their learning. We derive ideas for how to improve the learning agreement intervention, e.g. by integrating it more with the project work.","PeriodicalId":6700,"journal":{"name":"2019 IEEE Frontiers in Education Conference (FIE)","volume":"88 1","pages":"1-9"},"PeriodicalIF":0.0,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77625647","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 : 2019-10-01DOI: 10.1109/FIE43999.2019.9028500
L. Topin, Regina Barwaldt, Luciano M. Ribeiro, Danúbia Spídola, Andre Luis Castro de Freitas, M. Pias, M. Torres, Joelson Sartori
This summary refers to a complete research paper. In 2010, the World Health Organization (WHO) estimated that 19 million children under the age of 15 were visually impaired, with about 39 million blind and 246 million people with severe or moderate vision loss. These numbers suggest the potential size and potential impact of the visually impaired on a day-today basis. The situation has seen some improvement in recent years with increasing access to formal education, from primary school to higher education. As a result, the demand for innovative, technology-based assistance tools that enhance the user experience and the quality of education has increased. This work takes a step towards bridging a technological gap with the design and validation of a system of artificial neural networks, called as Deep Neural Networks (DNNs), capable of identifying the main Cartesian curves of the mathematics curriculum. The Cartesian set comprises 6 degrees of rational algebraic curves, in addition to a total of 42 conic curves, for this paper will be presented two sets of curves, parabolas and ellipses. The development of this gave some methodological steps. First, relevant artificial neural networks were investigated considering the needs of the user and the space of the problem — computer efficiency, loss rate and precision of the generated models used as selection metrics for each neural network tested. The selected network models were InceptionV3, MobileNETV2, VGG16, and VGG19. With average accuracy of 94% and 20% of mean loss, the selected network for the application was VGG16.
{"title":"Towards Machine Learning for Enhanced Maths Teaching to the Blind","authors":"L. Topin, Regina Barwaldt, Luciano M. Ribeiro, Danúbia Spídola, Andre Luis Castro de Freitas, M. Pias, M. Torres, Joelson Sartori","doi":"10.1109/FIE43999.2019.9028500","DOIUrl":"https://doi.org/10.1109/FIE43999.2019.9028500","url":null,"abstract":"This summary refers to a complete research paper. In 2010, the World Health Organization (WHO) estimated that 19 million children under the age of 15 were visually impaired, with about 39 million blind and 246 million people with severe or moderate vision loss. These numbers suggest the potential size and potential impact of the visually impaired on a day-today basis. The situation has seen some improvement in recent years with increasing access to formal education, from primary school to higher education. As a result, the demand for innovative, technology-based assistance tools that enhance the user experience and the quality of education has increased. This work takes a step towards bridging a technological gap with the design and validation of a system of artificial neural networks, called as Deep Neural Networks (DNNs), capable of identifying the main Cartesian curves of the mathematics curriculum. The Cartesian set comprises 6 degrees of rational algebraic curves, in addition to a total of 42 conic curves, for this paper will be presented two sets of curves, parabolas and ellipses. The development of this gave some methodological steps. First, relevant artificial neural networks were investigated considering the needs of the user and the space of the problem — computer efficiency, loss rate and precision of the generated models used as selection metrics for each neural network tested. The selected network models were InceptionV3, MobileNETV2, VGG16, and VGG19. With average accuracy of 94% and 20% of mean loss, the selected network for the application was VGG16.","PeriodicalId":6700,"journal":{"name":"2019 IEEE Frontiers in Education Conference (FIE)","volume":"16 1","pages":"1-8"},"PeriodicalIF":0.0,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72950538","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 : 2019-10-01DOI: 10.1109/FIE43999.2019.9028598
Rachel A. Jennings, G. Gannod
This work in progress paper presents a course on DevOps which is a combination of software development skills and software operations skills. This new course is for sophomores and juniors in the computer science program who want to be prepared for professional software engineering careers. Introduction to DevOps Is a hands-on laboratory course that brings students through Git for source code management, Capybara for automated testing, AWS, Docker, and Ansible for automated virtual machine provisioning and configuration, and Jenkins for Continuous Integration. Unlike our current course offerings which primarily focus on the single developer context in a localized environment, this course prepares students for highly collaborative, team-based projects that use cloud resources to facilitate management of the software deployment pipeline. We developed this course based on feedback from our external advisory board and under consultation from a number of industrial partners. This is complementary to our current offerings in software engineering which focus on Agile software practices. In this paper we describe the core concepts, the design, learning experiences, technologies, and lessons learned through developing and conducting this course. In future work we hope to present student perceptions of learning and provide data collected through direct assessment of student outcomes.
{"title":"DevOps - Preparing Students for Professional Practice","authors":"Rachel A. Jennings, G. Gannod","doi":"10.1109/FIE43999.2019.9028598","DOIUrl":"https://doi.org/10.1109/FIE43999.2019.9028598","url":null,"abstract":"This work in progress paper presents a course on DevOps which is a combination of software development skills and software operations skills. This new course is for sophomores and juniors in the computer science program who want to be prepared for professional software engineering careers. Introduction to DevOps Is a hands-on laboratory course that brings students through Git for source code management, Capybara for automated testing, AWS, Docker, and Ansible for automated virtual machine provisioning and configuration, and Jenkins for Continuous Integration. Unlike our current course offerings which primarily focus on the single developer context in a localized environment, this course prepares students for highly collaborative, team-based projects that use cloud resources to facilitate management of the software deployment pipeline. We developed this course based on feedback from our external advisory board and under consultation from a number of industrial partners. This is complementary to our current offerings in software engineering which focus on Agile software practices. In this paper we describe the core concepts, the design, learning experiences, technologies, and lessons learned through developing and conducting this course. In future work we hope to present student perceptions of learning and provide data collected through direct assessment of student outcomes.","PeriodicalId":6700,"journal":{"name":"2019 IEEE Frontiers in Education Conference (FIE)","volume":"22 1","pages":"1-5"},"PeriodicalIF":0.0,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74371365","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 : 2019-10-01DOI: 10.1109/fie43999.2019.9028557
S. Gordon, Katherine J. Cahill, R. Gass, D. Joiner, S. Sendlinger
computational science, the application of computers for modeling and simulation, has become an essential part of research and practice in the sciences and engineering. Integrating the mathematics, computer science, and domain science modeling knowledge into the undergraduate curriculum remains a challenge. This session will review the opportunities and challenges associated with such efforts.
{"title":"FIE Special Session: Integrating Computational Science into the Undergraduate Curriculum","authors":"S. Gordon, Katherine J. Cahill, R. Gass, D. Joiner, S. Sendlinger","doi":"10.1109/fie43999.2019.9028557","DOIUrl":"https://doi.org/10.1109/fie43999.2019.9028557","url":null,"abstract":"computational science, the application of computers for modeling and simulation, has become an essential part of research and practice in the sciences and engineering. Integrating the mathematics, computer science, and domain science modeling knowledge into the undergraduate curriculum remains a challenge. This session will review the opportunities and challenges associated with such efforts.","PeriodicalId":6700,"journal":{"name":"2019 IEEE Frontiers in Education Conference (FIE)","volume":"20 1","pages":"1-2"},"PeriodicalIF":0.0,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74499735","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 : 2019-10-01DOI: 10.1109/FIE43999.2019.9028456
R Pito Salas
This paper explores a novel structure for a course, which we call “Multi-Semester, Multi-Cohort”. The course structure is framed around a long-term vision across multiple semesters, with different groups of students each semester. We know that the vision is ambitious and that it will take more than one semester to achieve. As a result, the students working on the project will be different every semester. While this model can be used in a variety of applied disciplines, the course in this instance is in Robotics. This model has some very interesting benefits but raises unique challenges. In this paper we will explain our motivation for using this structure, details of the curriculum and pedagogical approach to it, including admission criteria, course schedule, scaffolding, assessment and report on our experiences, including what went well and what we need to improve.
{"title":"Teaching Robotics to Undergraduate Computer Science Students: A different approach","authors":"R Pito Salas","doi":"10.1109/FIE43999.2019.9028456","DOIUrl":"https://doi.org/10.1109/FIE43999.2019.9028456","url":null,"abstract":"This paper explores a novel structure for a course, which we call “Multi-Semester, Multi-Cohort”. The course structure is framed around a long-term vision across multiple semesters, with different groups of students each semester. We know that the vision is ambitious and that it will take more than one semester to achieve. As a result, the students working on the project will be different every semester. While this model can be used in a variety of applied disciplines, the course in this instance is in Robotics. This model has some very interesting benefits but raises unique challenges. In this paper we will explain our motivation for using this structure, details of the curriculum and pedagogical approach to it, including admission criteria, course schedule, scaffolding, assessment and report on our experiences, including what went well and what we need to improve.","PeriodicalId":6700,"journal":{"name":"2019 IEEE Frontiers in Education Conference (FIE)","volume":"8 1","pages":"1-7"},"PeriodicalIF":0.0,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75240492","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}
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