2009 39th IEEE Frontiers in Education Conference最新文献_第10页

Connecting to the future: How the perception of future impacts engineering undergraduate students' learning and performance 连接未来:对未来的感知如何影响工程本科学生的学习和表现

2009 39th IEEE Frontiers in Education Conference Pub Date : 2009-10-18 DOI: 10.1109/FIE.2009.5350499

Wen-Ting Chung, Jieun Lee, J. Husman, G. Stump, Cecelia Maez, Aaron Done

{"title":"Connecting to the future: How the perception of future impacts engineering undergraduate students' learning and performance","authors":"Wen-Ting Chung, Jieun Lee, J. Husman, G. Stump, Cecelia Maez, Aaron Done","doi":"10.1109/FIE.2009.5350499","DOIUrl":"https://doi.org/10.1109/FIE.2009.5350499","url":null,"abstract":"The purpose of this study is to examine how engineering students' conceptualization of their future is related to the factors which have been studied related to students' retention. Two Future Time Perspective (FTP) constructs, Connectedness and Perceived Instrumentality, were included to measure students' conceptualization of their future. The results indicated that students who tended to connect their present to engineering future career (Connectedness) believed they were more capable of learning course materials, reported they used more collaborative learning strategies as well as engaged more in knowledge building behaviors, and have higher grades. Also, student who perceived their current learning as being helpful for their future learning and career (Perceived Instrumentality) believe they were more capable of learning course materials and reported more engagement in knowledge building behaviors. Our study contributes to the recent trend of engineering education reform which advocates increasing the connection between students' daily learning and future careers, by introducing Future Time Perspective (FTP), a widely studied theory in psychology. Our findings provide educators guidelines for incorporating connections to the future into curricula content and instructional design.","PeriodicalId":129330,"journal":{"name":"2009 39th IEEE Frontiers in Education Conference","volume":"108 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128921350","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}

引用次数: 4

Work in progress - implantation of a collaborative student-centered learning environment in a wireless technology course 正在进行的工作——在无线技术课程中植入以学生为中心的协作学习环境

2009 39th IEEE Frontiers in Education Conference Pub Date : 2009-10-18 DOI: 10.1109/FIE.2009.5350489

J. Requena-Carrión, A. B. Rodríguez-González, A. Marques, D. Gutiérrez-Pérez

{"title":"Work in progress - implantation of a collaborative student-centered learning environment in a wireless technology course","authors":"J. Requena-Carrión, A. B. Rodríguez-González, A. Marques, D. Gutiérrez-Pérez","doi":"10.1109/FIE.2009.5350489","DOIUrl":"https://doi.org/10.1109/FIE.2009.5350489","url":null,"abstract":"Engineering students face their professional future with uncertainty partly because of a poor understanding of the industry and careers opportunities. This problem can be tackled by designing an engineering curriculum that includes courses embodying both technical and professional contents. In this paper we report the preliminary results of the implantation of a lifelong, collaborative student-centered learning environment that emphasizes both technical and professional aspects of engineering. A semi-public Wiki database was used in a course on wireless technologies for senior electrical engineering students. Wiki-entries were created by students under teacher supervision, and were intended to provide an overview of a wireless technology, companies in the sector and careers opportunities. Student's gain of knowledge and level of satisfaction, and the degree of utilization of the Wiki were analyzed based on student's marks, student surveys, log files tracking the Wiki activity, and the quality of the Wiki entries. Results are positive and indicate that students have understood the importance of approaching their professional future in a collaborative way.","PeriodicalId":129330,"journal":{"name":"2009 39th IEEE Frontiers in Education Conference","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121631212","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}

引用次数: 5

Workshop - filling in the gaps: The use of affective outcomes in engineering & CSET education research 研讨会-填补空白:在工程和CSET教育研究中使用情感结果

2009 39th IEEE Frontiers in Education Conference Pub Date : 2009-10-18 DOI: 10.1109/FIE.2009.5350600

Denise M. Wilson, R. C. Campbell

{"title":"Workshop - filling in the gaps: The use of affective outcomes in engineering & CSET education research","authors":"Denise M. Wilson, R. C. Campbell","doi":"10.1109/FIE.2009.5350600","DOIUrl":"https://doi.org/10.1109/FIE.2009.5350600","url":null,"abstract":"Affective outcomes are highly underrepresented in engineering and CSET research at less than 1% of the overall body of education research in these technical fields. Yet, affective outcomes are a major player in the retention of women in engineering at the undergraduate level and are known in K-12 and higher education to have profound impacts on academic performance. This workshop looks at how to select established (reliable and valid) affective outcomes and fold them into existing engineering & CSET education research in a meaningful and informative way. This workshop will discus belonging and its companion outcome, psychological sense of community, which often impact students at the very start of their programs affecting persistence and retention. It will also examine self-efficacy and locus-of-control, which can have a more direct impact on academic performance, influencing test anxiety and team performance. Finally, it will look at broader relational measures, which indicate feelings of relatedness that can create emotional scaffolding to maintain stability during difficult academic times. Whether by self-report or by observation, these measures can be captured with a rigor equivalent to that of cognitive outcomes. In this workshop, we take a hands-on approach to incorporating affective outcomes into the toolbox of the engineering/CSET education researcher. Participants will have ample opportunity to consider, choose, and design affective outcomes into individual research projects and education interests.","PeriodicalId":129330,"journal":{"name":"2009 39th IEEE Frontiers in Education Conference","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121633674","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}

引用次数: 3

Innovative faculty evaluation criteria for incentivizing high-impact interdisciplinary collaboration 创新教师评价标准，以激励高影响力的跨学科合作

2009 39th IEEE Frontiers in Education Conference Pub Date : 2009-10-18 DOI: 10.1109/FIE.2009.5350751

T. Rikakis

{"title":"Innovative faculty evaluation criteria for incentivizing high-impact interdisciplinary collaboration","authors":"T. Rikakis","doi":"10.1109/FIE.2009.5350751","DOIUrl":"https://doi.org/10.1109/FIE.2009.5350751","url":null,"abstract":"This paper presents five innovative practices in the evaluation of engineering faculty that work collaboratively across disciplines: i) use of a four category meta-matrix for calibrating evaluation standards across diverse research outcomes and practices, ii) replacing the traditional author hierarchy with group authoring practices for collective research products, iii) evaluating and rewarding the size, strength and diversity of a faculty member's network of collaborators, iv) establishing guidelines for balancing interdisciplinary and disciplinary components of the evaluation across collaborating departments and v) using interdisciplinary evaluation committees at all levels of evaluation. These practices are key components of the interdisciplinary evaluation criteria of the School of Arts, Media and Engineering at Arizona State University. This paper presents the development and implementation process of these criteria as well as preliminary results from their use for faculty evaluations over the past five years. It discusses how these practices incentivize substantial interdisciplinary collaborations and related high impact results.","PeriodicalId":129330,"journal":{"name":"2009 39th IEEE Frontiers in Education Conference","volume":"143 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121658897","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}

引用次数: 5

Embedded systems in an engineering science curriculum 工程科学课程中的嵌入式系统

2009 39th IEEE Frontiers in Education Conference Pub Date : 2009-10-18 DOI: 10.1109/FIE.2009.5350775

K. Nickels, Matthew Sealey

引用次数: 1

Portfolio Intelligence System for process-oriented education for graduate students 面向过程教育的研究生档案情报系统

2009 39th IEEE Frontiers in Education Conference Pub Date : 2009-10-18 DOI: 10.1109/FIE.2009.5350812

M. Nakazawa, Kazuhiro Matsuo, Koichiro Kato, Jun Nakamura

引用次数: 0

A multi-institutional project-centric framework for teaching AI concepts 一个以多机构项目为中心的人工智能概念教学框架

2009 39th IEEE Frontiers in Education Conference Pub Date : 2009-10-18 DOI: 10.1109/FIE.2009.5350408

I. Russell, Z. Markov

引用次数: 4

Work in progress - W2: an easy-to-use Workshop module 正在进行的工作- W2:一个易于使用的车间模块

2009 39th IEEE Frontiers in Education Conference Pub Date : 2009-10-18 DOI: 10.1109/FIE.2009.5350535

Á. Figueira, E. Cunha

引用次数: 1

Work in progress - Tablet PCs in interactive undergraduate mathematics 正在进行的工作-平板电脑在交互式本科数学

2009 39th IEEE Frontiers in Education Conference Pub Date : 2009-10-18 DOI: 10.1109/FIE.2009.5350494

Carla A. Romney

引用次数: 3

Comparative analysis of 2D games and artwork as the motivation to learn programming 将2D游戏和美术对比分析作为学习编程的动力

2009 39th IEEE Frontiers in Education Conference Pub Date : 2009-10-18 DOI: 10.1109/FIE.2009.5350451

H. Tsukamoto, H. Nagumo, Y. Takemura, Ken-ichi Matsumoto

引用次数: 7