Pub Date : 2019-10-01DOI: 10.1109/FIE43999.2019.9028629
Vijayalakshmi Ramasamy, J. Kiper, Hemraj Ojha, Urvashi Desai
A variety of cyberlearning environments and online student collaboration techniques are used in Science, Technology, Engineering and Math (STEM) courses to analyze and enhance academic performance. However, only a few research studies in the past have investigated the need for better modeling techniques of the unstructured discussion forums to enable measuring the influence of interactions in ’dynamically evolving’ student collaboration networks as the course progresses. This paper focuses on discussing both current collaborative learning techniques and analyzing the need for developing an innovative network model involving more structured/goal-oriented discussion forums that portray active collaborative learning techniques. Such a structured collaborative network model can be used to investigate the impact that student collaborations have on knowledge acquisition, persistence and course outcomes. The research objective leads to the research question this study addresses on the potential of the unstructured and dynamically evolving discussion boards to measure the ability of the learners to communicate technical information effectively as the course progresses. The experimental analysis of the weighted and undirected temporal (time-varying or dynamic) student discussion network data and the inferences drawn from such an exploratory analysis have revealed the pedagogical need for and the utility of schema-based structured discussion boards. These structured discussions would enable a pragmatic study to analyze the changes in student collaboration patterns and belongingness.
{"title":"Analyzing Link Dynamics in Student Collaboration Networks using Canvas-A Student-Centered Learning Perspective","authors":"Vijayalakshmi Ramasamy, J. Kiper, Hemraj Ojha, Urvashi Desai","doi":"10.1109/FIE43999.2019.9028629","DOIUrl":"https://doi.org/10.1109/FIE43999.2019.9028629","url":null,"abstract":"A variety of cyberlearning environments and online student collaboration techniques are used in Science, Technology, Engineering and Math (STEM) courses to analyze and enhance academic performance. However, only a few research studies in the past have investigated the need for better modeling techniques of the unstructured discussion forums to enable measuring the influence of interactions in ’dynamically evolving’ student collaboration networks as the course progresses. This paper focuses on discussing both current collaborative learning techniques and analyzing the need for developing an innovative network model involving more structured/goal-oriented discussion forums that portray active collaborative learning techniques. Such a structured collaborative network model can be used to investigate the impact that student collaborations have on knowledge acquisition, persistence and course outcomes. The research objective leads to the research question this study addresses on the potential of the unstructured and dynamically evolving discussion boards to measure the ability of the learners to communicate technical information effectively as the course progresses. The experimental analysis of the weighted and undirected temporal (time-varying or dynamic) student discussion network data and the inferences drawn from such an exploratory analysis have revealed the pedagogical need for and the utility of schema-based structured discussion boards. These structured discussions would enable a pragmatic study to analyze the changes in student collaboration patterns and belongingness.","PeriodicalId":6700,"journal":{"name":"2019 IEEE Frontiers in Education Conference (FIE)","volume":"82 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":"76783295","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/FIE43999.2019.9028635
D. López-fernández, E. Tovar, P. Alarcón, F. Ortega
This Research Full Paper presents an empirical study about the motivation of Computer Science Engineering students. It is well known that student´s performance is affected by the academic conditions of the students, as well as their aptitudes and motivation. In the case of Engineering disciplines, motivation is particularly critical because the difficulty of Engineering degrees. It can lead to low levels of effectiveness and motivation, resulting in high rates of absenteeism and dropout. Therefore, it is important to reach a complete understanding of Engineering students’ motivation and to draw strategies to boost it. This paper presents a case study performed with 78 Computer Science Engineering students of the Technical University of Madrid. This experience allows to analyze empirically student´s motivation and to establish learning recommendations to encourage it, as well as to compare motivational differences between students from different courses.
{"title":"Motivation of Computer Science Engineering Students: Analysis and Recommendations","authors":"D. López-fernández, E. Tovar, P. Alarcón, F. Ortega","doi":"10.1109/FIE43999.2019.9028635","DOIUrl":"https://doi.org/10.1109/FIE43999.2019.9028635","url":null,"abstract":"This Research Full Paper presents an empirical study about the motivation of Computer Science Engineering students. It is well known that student´s performance is affected by the academic conditions of the students, as well as their aptitudes and motivation. In the case of Engineering disciplines, motivation is particularly critical because the difficulty of Engineering degrees. It can lead to low levels of effectiveness and motivation, resulting in high rates of absenteeism and dropout. Therefore, it is important to reach a complete understanding of Engineering students’ motivation and to draw strategies to boost it. This paper presents a case study performed with 78 Computer Science Engineering students of the Technical University of Madrid. This experience allows to analyze empirically student´s motivation and to establish learning recommendations to encourage it, as well as to compare motivational differences between students from different courses.","PeriodicalId":6700,"journal":{"name":"2019 IEEE Frontiers in Education Conference (FIE)","volume":"5 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":"78521997","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/FIE43999.2019.9028392
Sam Devincenzi, Fernando Pereira de Toledo, V. Kwecko, F. Mota, S. Botelho
This Research to Practice Full Paper describes an study with Problem Based Learning (PBL). PBL promotes knowledge through the motivational appeal that problematization arouses. However, there are still points to be explored and potentialized, with the use of technologies to achieve Motivation. Thus, in this study we seek to understand how students’ motivation to learn can be affected by sending automatic motivational triggers (sounds, notifications, etc.) during the execution of activities, in order to stimulate certain behaviors, such as studying, doing the task, complete an activity. The methodology for the validation of the triggers was developed in two moments: (i) in 2017 with the participation of 60 students of the Software Engineering course; and (ii) in 2018 with 23 students of the second year of the Computer Engineering course. At the end of each of these studies, students’ views were grouped by class and expressed through the construction of the Discourse Collective Subject (DCS). Thus, this study contributes to the discussion and presentation of the DCS as an approach capable of assisting teachers during the evaluation of the activities proposed in the classroom, mainly because it makes it possible to observe the opinion of a group as a single subject.
{"title":"Measure students motivation in activities practices via Discourse Collective Subject","authors":"Sam Devincenzi, Fernando Pereira de Toledo, V. Kwecko, F. Mota, S. Botelho","doi":"10.1109/FIE43999.2019.9028392","DOIUrl":"https://doi.org/10.1109/FIE43999.2019.9028392","url":null,"abstract":"This Research to Practice Full Paper describes an study with Problem Based Learning (PBL). PBL promotes knowledge through the motivational appeal that problematization arouses. However, there are still points to be explored and potentialized, with the use of technologies to achieve Motivation. Thus, in this study we seek to understand how students’ motivation to learn can be affected by sending automatic motivational triggers (sounds, notifications, etc.) during the execution of activities, in order to stimulate certain behaviors, such as studying, doing the task, complete an activity. The methodology for the validation of the triggers was developed in two moments: (i) in 2017 with the participation of 60 students of the Software Engineering course; and (ii) in 2018 with 23 students of the second year of the Computer Engineering course. At the end of each of these studies, students’ views were grouped by class and expressed through the construction of the Discourse Collective Subject (DCS). Thus, this study contributes to the discussion and presentation of the DCS as an approach capable of assisting teachers during the evaluation of the activities proposed in the classroom, mainly because it makes it possible to observe the opinion of a group as a single subject.","PeriodicalId":6700,"journal":{"name":"2019 IEEE Frontiers in Education Conference (FIE)","volume":"11 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":"75329081","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/FIE43999.2019.9028704
S. Frezza, M. Tang, S. Rowland
This study examines the cost of change in maintaining the quality of effective university courses. The primary contribution is the development and deployment of an instrument developed for assessing the number of courses changed annually, the severity of those changes, as well as compounding factors related to the length of time as an instructor. The study involves survey comparisons of computing and non-computing faculty in teaching institutions, and among computing education faculty. The preliminary results suggest strongly that when it comes to the cost of maintaining courses, computing differs from engineering, and differs significantly from other higher education both in the frequency and the severity of changes sustained by teaching faculty. This study presents data suggesting that maintaining computing courses is similar to that in humanities, and more dynamic than other disciplines.
{"title":"Understanding the Cost of Change: Measuring Sustainability of Computing Education","authors":"S. Frezza, M. Tang, S. Rowland","doi":"10.1109/FIE43999.2019.9028704","DOIUrl":"https://doi.org/10.1109/FIE43999.2019.9028704","url":null,"abstract":"This study examines the cost of change in maintaining the quality of effective university courses. The primary contribution is the development and deployment of an instrument developed for assessing the number of courses changed annually, the severity of those changes, as well as compounding factors related to the length of time as an instructor. The study involves survey comparisons of computing and non-computing faculty in teaching institutions, and among computing education faculty. The preliminary results suggest strongly that when it comes to the cost of maintaining courses, computing differs from engineering, and differs significantly from other higher education both in the frequency and the severity of changes sustained by teaching faculty. This study presents data suggesting that maintaining computing courses is similar to that in humanities, and more dynamic than other disciplines.","PeriodicalId":6700,"journal":{"name":"2019 IEEE Frontiers in Education Conference (FIE)","volume":"1 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":"73053480","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/FIE43999.2019.9028639
Madeleine Jennings, N. Kellam, Brooke Coley, Audrey Boklage
The need for increasing diversity in engineering has paved the road for a rich wealth of literature exploring the experiences of marginalized students in these spaces. Much of this literature utilizes qualitative methodology to understand the experiences of these students, as told through their own words. However, work of this nature can often be influenced by the implicit biases that the researcher carries, as well as the inherent misalignment of power present between researcher and participant. These misalignments may be exacerbated when the researcher is interviewing a marginalized participant, while not identifying as part of a marginalized identity themselves. Students within the LGBTQ+ community may reside at multiple marginalized identities, and as such, the issues surrounding interviewing marginalized identities can be compounded further. Even the most well-intentioned and experienced researcher may find themselves in an interview with a marginalized individual in which implicit biases and unspoken power structures alter the trajectory of the interview. This paper seeks to provide an auto-ethnographic reflection by the first author on the interview of a transgender research participant, while simultaneously providing an opportunity to identify ways in which her interview could have been methodologically improved. This will be accomplished by the first author’s analysis of the interview and meta-data. This analysis is valuable, as the first author identifies as a member of the LGBTQ+ engineering community herself.
{"title":"Suggestions for Responsible Qualitative Research with Transgender Engineering Students Using an Auto-Ethnographic Approach","authors":"Madeleine Jennings, N. Kellam, Brooke Coley, Audrey Boklage","doi":"10.1109/FIE43999.2019.9028639","DOIUrl":"https://doi.org/10.1109/FIE43999.2019.9028639","url":null,"abstract":"The need for increasing diversity in engineering has paved the road for a rich wealth of literature exploring the experiences of marginalized students in these spaces. Much of this literature utilizes qualitative methodology to understand the experiences of these students, as told through their own words. However, work of this nature can often be influenced by the implicit biases that the researcher carries, as well as the inherent misalignment of power present between researcher and participant. These misalignments may be exacerbated when the researcher is interviewing a marginalized participant, while not identifying as part of a marginalized identity themselves. Students within the LGBTQ+ community may reside at multiple marginalized identities, and as such, the issues surrounding interviewing marginalized identities can be compounded further. Even the most well-intentioned and experienced researcher may find themselves in an interview with a marginalized individual in which implicit biases and unspoken power structures alter the trajectory of the interview. This paper seeks to provide an auto-ethnographic reflection by the first author on the interview of a transgender research participant, while simultaneously providing an opportunity to identify ways in which her interview could have been methodologically improved. This will be accomplished by the first author’s analysis of the interview and meta-data. This analysis is valuable, as the first author identifies as a member of the LGBTQ+ engineering community herself.","PeriodicalId":6700,"journal":{"name":"2019 IEEE Frontiers in Education Conference (FIE)","volume":"38 1","pages":"1-3"},"PeriodicalIF":0.0,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75669948","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/FIE43999.2019.9028383
A. Velasquez-Posada
This Innovative Practice Work in Progress Paper presents a strategy of how product design engineering students use mood boards in a systematic way, as a tool to enhance creativity and to gather visual coherence and aesthetic consistency during the concept design stage. In educational practice, mood boards help and improve an engineer's visual thinking. Currently there appears to be a very limited understanding by students on how to incorporate in their design, product features from visual theme boards; and students complain of the lack of precise instructions by teachers, making it difficult to conduct the design process. Being inspired by a perfume bottle for example helps create a systematic approach to mood boards by defining a visual framework to determine the styling outcomes. The findings suggested that the use of an inspiring element facilitates visual and aesthetic connections, resulting in a significantly more motivating process for students, as well as an encouraging guiding process for teachers that seek to achieve design accuracy.
{"title":"How to be Systematic with Mood Boards?","authors":"A. Velasquez-Posada","doi":"10.1109/FIE43999.2019.9028383","DOIUrl":"https://doi.org/10.1109/FIE43999.2019.9028383","url":null,"abstract":"This Innovative Practice Work in Progress Paper presents a strategy of how product design engineering students use mood boards in a systematic way, as a tool to enhance creativity and to gather visual coherence and aesthetic consistency during the concept design stage. In educational practice, mood boards help and improve an engineer's visual thinking. Currently there appears to be a very limited understanding by students on how to incorporate in their design, product features from visual theme boards; and students complain of the lack of precise instructions by teachers, making it difficult to conduct the design process. Being inspired by a perfume bottle for example helps create a systematic approach to mood boards by defining a visual framework to determine the styling outcomes. The findings suggested that the use of an inspiring element facilitates visual and aesthetic connections, resulting in a significantly more motivating process for students, as well as an encouraging guiding process for teachers that seek to achieve design accuracy.","PeriodicalId":6700,"journal":{"name":"2019 IEEE Frontiers in Education Conference (FIE)","volume":"261 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":"75769173","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/FIE43999.2019.9028548
Joseph B. Herzog, P. Herzog, Paul G. Talaga, Christopher M. Stanley, G. Ricco
This Research-to-Practice Work in Progress (WIP) investigates the format of student assessment questions. In particular, the focus is on the relationship between student performance on open-ended, constructed-response questions (CRQs) versus close-ended, multiple-choice-response questions (MCQs) in first-year introductory programming courses. We introduce a study to evaluate whether these different response formats return distinct or comparable results. In order to assess this, we compare and correlate student scores on each question type. Our focus is on assessments (exams and tests) in first-year classes. The paper investigates two first-year programming courses with a total of seven sections and approximately 180 combined students. The subject of the sequential set of courses is the procedural C programming language. Based on extant studies comparing student performance on MCQs to their performance on open-ended questions, we investigate whether MCQ scores predict CRQ scores. Preliminary results on the comparison between student performance on these two question formats are presented to assess whether MCQs produce similar results as CRQs, or whether MCQs yield unique contributions. Possible avenues for future work are also discussed.
{"title":"Providing Insight into the Relationship Between Constructed Response Questions and Multiple Choice Questions in Introduction to Computer Programming Courses","authors":"Joseph B. Herzog, P. Herzog, Paul G. Talaga, Christopher M. Stanley, G. Ricco","doi":"10.1109/FIE43999.2019.9028548","DOIUrl":"https://doi.org/10.1109/FIE43999.2019.9028548","url":null,"abstract":"This Research-to-Practice Work in Progress (WIP) investigates the format of student assessment questions. In particular, the focus is on the relationship between student performance on open-ended, constructed-response questions (CRQs) versus close-ended, multiple-choice-response questions (MCQs) in first-year introductory programming courses. We introduce a study to evaluate whether these different response formats return distinct or comparable results. In order to assess this, we compare and correlate student scores on each question type. Our focus is on assessments (exams and tests) in first-year classes. The paper investigates two first-year programming courses with a total of seven sections and approximately 180 combined students. The subject of the sequential set of courses is the procedural C programming language. Based on extant studies comparing student performance on MCQs to their performance on open-ended questions, we investigate whether MCQ scores predict CRQ scores. Preliminary results on the comparison between student performance on these two question formats are presented to assess whether MCQs produce similar results as CRQs, or whether MCQs yield unique contributions. Possible avenues for future work are also discussed.","PeriodicalId":6700,"journal":{"name":"2019 IEEE Frontiers in Education Conference (FIE)","volume":"39 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":"73043758","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/FIE43999.2019.9028523
O. Ezenwoye
This work uses a concrete example to show how security-related content can be added to various courses in a Computer Science curriculum. The course contents are mapped to the most prevalent software security flaws that are identified in the National Vulnerability Database of the National Institute of Standards and Technology. This work demonstrates that security-related content can be added to the curriculum in a comprehensive manner. These course content should not require significant re-tooling of existing faculty to gain specialized knowledge in software security.
{"title":"Integrating Security into Computer Science Curriculum","authors":"O. Ezenwoye","doi":"10.1109/FIE43999.2019.9028523","DOIUrl":"https://doi.org/10.1109/FIE43999.2019.9028523","url":null,"abstract":"This work uses a concrete example to show how security-related content can be added to various courses in a Computer Science curriculum. The course contents are mapped to the most prevalent software security flaws that are identified in the National Vulnerability Database of the National Institute of Standards and Technology. This work demonstrates that security-related content can be added to the curriculum in a comprehensive manner. These course content should not require significant re-tooling of existing faculty to gain specialized knowledge in software security.","PeriodicalId":6700,"journal":{"name":"2019 IEEE Frontiers in Education Conference (FIE)","volume":"7 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":"73162147","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/FIE43999.2019.9028552
Daniel Meulbroek, D. Ferguson, M. Ohland, F. Berry
Research on student preference in team formation has led to the work in progress of algorithmic integration into an existing team formation algorithm. Forming student teams that are more likely to be successful is a goal of every teacher or instructor using teams as a part of their pedagogy. CATME is a team formation and team management website tool. It contains team formation, peer evaluation and teamwork training tools to help an instructor make and manage student teams. CATME’s team building algorithms include validated teamwork research with practical constraints provided by instructors.CATME’s Team-Maker algorithm uses a heuristic score based on instructor-determined criteria to form teams that optimize the student team composition. The tool includes 20 built-in questions for the instructor to choose from with the option to create individual questions. One question type not accounted for in the current CATME algorithm is a preference ranking question.Augmenting the Team-Maker algorithm to include student project preference as a part of the heuristic score will ease the time struggle of instructors while still forming well-balanced groups. Given that the problem at hand is very similar to the stable marriage problem, the Gale-Shapely algorithm was determined as the best possible options. The Gale-Shapley algorithm, better known for its implementation in the Medical Residency Matching Program, matches entities based on ranked preference lists. Once the algorithm terminates, no two unmatched resident/residency entities prefer each other over their current assignment.This paper documents the testing of the Gale-Shapley algorithm, illustrating methods to use student/instructor/ sponsor ranked preference lists for project selections. These techniques will be used to form teams in the 2018/2019 academic year and results included in final paper versions.
{"title":"Forming More Effective Teams Using CATME TeamMaker and the Gale-Shapley Algorithm","authors":"Daniel Meulbroek, D. Ferguson, M. Ohland, F. Berry","doi":"10.1109/FIE43999.2019.9028552","DOIUrl":"https://doi.org/10.1109/FIE43999.2019.9028552","url":null,"abstract":"Research on student preference in team formation has led to the work in progress of algorithmic integration into an existing team formation algorithm. Forming student teams that are more likely to be successful is a goal of every teacher or instructor using teams as a part of their pedagogy. CATME is a team formation and team management website tool. It contains team formation, peer evaluation and teamwork training tools to help an instructor make and manage student teams. CATME’s team building algorithms include validated teamwork research with practical constraints provided by instructors.CATME’s Team-Maker algorithm uses a heuristic score based on instructor-determined criteria to form teams that optimize the student team composition. The tool includes 20 built-in questions for the instructor to choose from with the option to create individual questions. One question type not accounted for in the current CATME algorithm is a preference ranking question.Augmenting the Team-Maker algorithm to include student project preference as a part of the heuristic score will ease the time struggle of instructors while still forming well-balanced groups. Given that the problem at hand is very similar to the stable marriage problem, the Gale-Shapely algorithm was determined as the best possible options. The Gale-Shapley algorithm, better known for its implementation in the Medical Residency Matching Program, matches entities based on ranked preference lists. Once the algorithm terminates, no two unmatched resident/residency entities prefer each other over their current assignment.This paper documents the testing of the Gale-Shapley algorithm, illustrating methods to use student/instructor/ sponsor ranked preference lists for project selections. These techniques will be used to form teams in the 2018/2019 academic year and results included in final paper versions.","PeriodicalId":6700,"journal":{"name":"2019 IEEE Frontiers in Education Conference (FIE)","volume":"128 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":"84313986","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/FIE43999.2019.9028482
Charles Perry Weinthal, Maria Mercedes Larrondo-Petrie, Luis Felipe Zapata-Rivera
Academic Integrity Assurance (AIA) is a continuing concern for every aspect and at all levels of education. An iterative approach is required to maintain effective countermeasures to ensure an institution’s reputation. Students will continue to invent new ways to challenge the assurance process. This paper explores the uses of various technologies and tools to maintain AIA in engineering classes and labs.The course Introduction to Logic Design at Florida Atlantic University offers three to five classes with two hundred to three fifty hundred students per semester. Teaching assistants enter online the lab grades and on the student’s grading sheet as a backup, presenting several challenges with AIA.Examples of using technology to maintain AIA: The grading sheet security features include: security paper, holographic barcode security label, and watermarks. Students are required to upload lab images within one hour of lab grade entry. The professor reviews these images to confirm each student lab is unique. Any grade entry conflicts are verified by accessing the data logs. Verifying lab reports metadata tracking information. Using a spectrum analyzer while proctoring exams to observe the radio spectrum bands of cell phones, WiFi and Bluetooth devices.These methods and tools help ensure AIA.
{"title":"Academic Integrity Assurance Methods and Tools for Laboratory Settings","authors":"Charles Perry Weinthal, Maria Mercedes Larrondo-Petrie, Luis Felipe Zapata-Rivera","doi":"10.1109/FIE43999.2019.9028482","DOIUrl":"https://doi.org/10.1109/FIE43999.2019.9028482","url":null,"abstract":"Academic Integrity Assurance (AIA) is a continuing concern for every aspect and at all levels of education. An iterative approach is required to maintain effective countermeasures to ensure an institution’s reputation. Students will continue to invent new ways to challenge the assurance process. This paper explores the uses of various technologies and tools to maintain AIA in engineering classes and labs.The course Introduction to Logic Design at Florida Atlantic University offers three to five classes with two hundred to three fifty hundred students per semester. Teaching assistants enter online the lab grades and on the student’s grading sheet as a backup, presenting several challenges with AIA.Examples of using technology to maintain AIA: The grading sheet security features include: security paper, holographic barcode security label, and watermarks. Students are required to upload lab images within one hour of lab grade entry. The professor reviews these images to confirm each student lab is unique. Any grade entry conflicts are verified by accessing the data logs. Verifying lab reports metadata tracking information. Using a spectrum analyzer while proctoring exams to observe the radio spectrum bands of cell phones, WiFi and Bluetooth devices.These methods and tools help ensure AIA.","PeriodicalId":6700,"journal":{"name":"2019 IEEE Frontiers in Education Conference (FIE)","volume":"8 1","pages":"1-6"},"PeriodicalIF":0.0,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84687191","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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