Proceedings Frontiers in Education 1995 25th Annual Conference. Engineering Education for the 21st Century最新文献_第7页

Hardware and software tools and laboratory experiments for an undergraduate EET course in digital signal processing 数字信号处理本科EET课程的硬件和软件工具及实验室实验

Proceedings Frontiers in Education 1995 25th Annual Conference. Engineering Education for the 21st Century Pub Date : 1995-11-01 DOI: 10.1109/FIE.1995.483213

A. Oxtoby

引用次数: 0

Fluids transport competition-an integration of quality management and technical skill 流体运输竞争——质量管理与技术技能的结合

Proceedings Frontiers in Education 1995 25th Annual Conference. Engineering Education for the 21st Century Pub Date : 1995-11-01 DOI: 10.1109/FIE.1995.483197

R. Knecht

引用次数: 0

Defragmentization strategies for pre-engineering curricula 工程预科课程的碎片化策略

Proceedings Frontiers in Education 1995 25th Annual Conference. Engineering Education for the 21st Century Pub Date : 1995-11-01 DOI: 10.1109/FIE.1995.483185

M. Cutchins, T. Shumpert, P. Zenor

{"title":"Defragmentization strategies for pre-engineering curricula","authors":"M. Cutchins, T. Shumpert, P. Zenor","doi":"10.1109/FIE.1995.483185","DOIUrl":"https://doi.org/10.1109/FIE.1995.483185","url":null,"abstract":"The \"traditional\" preparatory curriculum for beginning engineering students has served several generations, but its demise may be imminent. First and second year courses such as calculus, physics, chemistry, electricity mechanics, etc., which have traditionally been assumed as essential for freshman and sophomore engineering students, are under serious scrutiny for possible modification or elimination. Perhaps the most dominant reason for this change in educational philosophy stems from the realization that many of the current \"MTV Internet Surfing, raised-on-TV\" generation appear to be insufficiently motivated by, or prepared for what has worked in the past. These tried-and-true static presentations of mathematical and technical material may offer too little direct interaction to the student accustomed to getting their information (and stimulation) from the high-tech communication media. These traditional presentations may simply be in need of updating and reconfiguring. There also appears to be significant fragmentation, either real or perceived by students, between these required math/science/engineering fundamental courses and subsequent advanced engineering courses. Sources of this fragmentation, and means of correcting it, are addressed in this paper.","PeriodicalId":137465,"journal":{"name":"Proceedings Frontiers in Education 1995 25th Annual Conference. Engineering Education for the 21st Century","volume":"121 2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1995-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129100622","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: 1

An integrated solution to distributed data requirements 分布式数据需求的集成解决方案

Proceedings Frontiers in Education 1995 25th Annual Conference. Engineering Education for the 21st Century Pub Date : 1995-11-01 DOI: 10.1109/FIE.1995.483227

P.W. Flur, J. Lockhart, S. Yalamanchili

引用次数: 1

Collaborative learning experience in a freshman materials laboratory exercise 大一新生材料实验练习的合作学习经验

Proceedings Frontiers in Education 1995 25th Annual Conference. Engineering Education for the 21st Century Pub Date : 1995-11-01 DOI: 10.1109/FIE.1995.483057

J. Williams

{"title":"Collaborative learning experience in a freshman materials laboratory exercise","authors":"J. Williams","doi":"10.1109/FIE.1995.483057","DOIUrl":"https://doi.org/10.1109/FIE.1995.483057","url":null,"abstract":"Freshmen students are often treated as incapable of operating without carefully detailed instructions for many types of laboratory experiences. At Purdue-Kokomo, six different laboratory exercises are provided for our freshmen taking the initial course in Materials and Processing, MET 141. In the past, detailed written laboratory instructions were provided, spelling out exactly how to make the necessary measurements, how to use the equipment, how to convert measurements to the appropriate units, how to define the terms, etc. Almost a full hour was devoted to demonstrating how to use the equipment. Each lab group was visited to see the correct procedures were being used. For the Fall, 1994, semester this author decided to change to a style that includes the concept of self-directed work teams, using team building techniques where possible to enable students who are not well acquainted with each other and from varied backgrounds to work together as a team to solve the laboratory problem. Each group is required to turn in a group lab report for the first lab exercise, with individual reports for the remaining labs. This method allows for the collaborative experience to occur. The instructor arbitrarily selects a leader and the other team members. Selection criteria are arbitrary with an effort to balance each group. Each group is given a separate sample set and a set of equipment necessary to perform the lab. The instructor and technician then maintain a hands-off policy until asked questions by the lab groups. Assistance is provided when asked with respect to verifying measurements, etc., but, the students are required to ask questions that can be answered either \"yes\" or \"no\" when trying to determine why results do not seem to be correct. The results of this approach were very encouraging, resulting in better quality laboratory reports, and a clearer understanding of the use of measurement equipment.","PeriodicalId":137465,"journal":{"name":"Proceedings Frontiers in Education 1995 25th Annual Conference. Engineering Education for the 21st Century","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1995-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130378810","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: 1

Using the Internet for distance teaming/distance teaching 使用互联网进行远程团队/远程教学

Proceedings Frontiers in Education 1995 25th Annual Conference. Engineering Education for the 21st Century Pub Date : 1995-11-01 DOI: 10.1109/FIE.1995.483080

D. Etter, G. Orsak

{"title":"Using the Internet for distance teaming/distance teaching","authors":"D. Etter, G. Orsak","doi":"10.1109/FIE.1995.483080","DOIUrl":"https://doi.org/10.1109/FIE.1995.483080","url":null,"abstract":"This paper presents the results of two semesters of experiments involving distance teaming and distance teaching. In the Fall of 1994, students from senior-level digital signal processing classes at the University of Colorado and at George Mason University participated in joint project teams to design solutions to digital signal processing problems involving real data. In the Spring of 1995, a Special Topics in Digital Signal Processing course continued this joint experiment, with joint teaching by Professor Etter and Professor Orsak. Lectures were shared by video tape, and the Internet was used for general questions and comments between the students and the professors. Mosaic pages were developed relative to the classwork and were available on the World Wide Web. We believe that these experiences are excellent opportunities for students to prepare for the jobs, since companies frequently team their employees over widespread regions when undertaking large and detailed projects. At present, these industrial enterprises use leased analog and digital communication lines but they will no doubt switch to computer networks as the Information Superhighway becomes a reality. From a pedagogical point of view, this modern approach to teaming requires that educators develop in their graduates the skills required for this new reality. These skills include, among others, identifying expertise and interest within a larger distributed group, segmenting tasks in a meaningful fashion, integrating designs across a high-speed network verifying performance against specifications, and compiling and writing a comprehensive final report. The joint teaching efforts also allow universities to pool their talent, and hence, students have access to the wider pool of topics that are represented by a group of faculty at various universities who are interested in joint teaching.","PeriodicalId":137465,"journal":{"name":"Proceedings Frontiers in Education 1995 25th Annual Conference. Engineering Education for the 21st Century","volume":"285 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1995-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132451089","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: 8

Cooperative learning: effective teamwork for engineering classrooms 合作学习:工程课堂的有效团队合作

Proceedings Frontiers in Education 1995 25th Annual Conference. Engineering Education for the 21st Century Pub Date : 1995-11-01 DOI: 10.1109/FIE.1995.483059

K. Smith

引用次数: 183

Learning style based innovations to improve retention of female engineering students in the Synthesis Coalition 基于学习风格的创新，以提高女性工程专业学生在综合联盟中的保留率

Proceedings Frontiers in Education 1995 25th Annual Conference. Engineering Education for the 21st Century Pub Date : 1995-11-01 DOI: 10.1109/FIE.1995.483165

A. Agogino, S. Hsi

引用次数: 36

STudio for Engineering Practice, "STEP", lessons learned about engineering practice 工程实践工作室“STEP”，关于工程实践的经验教训

Proceedings Frontiers in Education 1995 25th Annual Conference. Engineering Education for the 21st Century Pub Date : 1995-11-01 DOI: 10.1109/FIE.1995.483075

R. Coleman

{"title":"STudio for Engineering Practice, \"STEP\", lessons learned about engineering practice","authors":"R. Coleman","doi":"10.1109/FIE.1995.483075","DOIUrl":"https://doi.org/10.1109/FIE.1995.483075","url":null,"abstract":"The STudio for Engineering Practice, \"STEP\", is a first step in introducing freshman engineering students to \"hands-on engineering practice\", including design, construction and testing. The initial cohorts of students have performed design team experiments supplied by the electrical, mechanical and civil engineering departments as well as computer utilization for analysis and simulation, in order to introduce students to those disciplines. The studio culminated with a multi-disciplinary design project. This project is in many ways similar to others being introduced across the engineering academic environment and one particular emphasis is to make the project cost effective in both finances and faculty time. We imported appropriate materials from other successful curriculum experiments to reduce development cost and modified the material to fit the local situation. Of particular interest is the challenge to scale up the project from the experimental cohorts to full scale implementation. This project was sponsored by the SUCCEED Engineering Education Coalition and materials were shared and imported from other Coalition members. The external evaluation is to be provided by the Coalition Evaluation and Assessment Team to reduce cost and utilize professional evaluation talent. The paper presents an outline of the freshman studio experience, a summary of the evaluation results, a discussion of problems encountered in the two year trial and a few recommendations to improve the project.","PeriodicalId":137465,"journal":{"name":"Proceedings Frontiers in Education 1995 25th Annual Conference. Engineering Education for the 21st Century","volume":"172 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1995-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132751356","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: 10

Institutionalizing curriculum change: a SUCCEED case history 制度化的课程改革:一个成功的案例

Proceedings Frontiers in Education 1995 25th Annual Conference. Engineering Education for the 21st Century Pub Date : 1995-11-01 DOI: 10.1109/FIE.1995.483090

M. Hoit, M. Ohland

引用次数: 6