2020 IEEE Frontiers in Education Conference (FIE)最新文献

{"title":"From Outsider to Advocate: The Experience of Shame as a Minority Student in Engineering Education","authors":"Mackenzie Sharbine, James L. Huff, Nicola Sochaka, Joachim Walther","doi":"10.1109/FIE44824.2020.9273895","DOIUrl":"https://doi.org/10.1109/FIE44824.2020.9273895","url":null,"abstract":"This full research paper presents the findings of an interpretative phenomenological analysis (IPA) study of a student’s experience of shame in an engineering program. Our overarching research question is: How do students from underrepresented gender and racial backgrounds psychologically experience shame in the context of engineering education? This paper presents the findings from the IPA study of an American Indian, female student who majored in computer engineering at a faith-based, teaching-focused university. We carefully delineate her experience in order to maximize her voice throughout the findings. The findings demonstrate that the participant, pseudonym Mano, interprets current events within her engineering experience in relation to messages and events associated with her community prior to entering the space. As she begins to process, she experiences the phenomenon of shame and begins to question her belonging in engineering. However, Mano’s education is also impacted by messages that empower her to persist as a minority. From this perspective, she makes choices to be a representative and advocate for other underrepresented minority students. Mano’s case presents a powerful example of the experience of a minority student within engineering and the underlying structures that shape the path that she had to navigate in order to be an engineer.","PeriodicalId":149828,"journal":{"name":"2020 IEEE Frontiers in Education Conference (FIE)","volume":"103 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116015367","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}

{"title":"Professional Competencies in Computing Education: Are They Important?","authors":"Justyna Szynkiewicz, G. Lundberg, M. Daniels","doi":"10.1109/FIE44824.2020.9273987","DOIUrl":"https://doi.org/10.1109/FIE44824.2020.9273987","url":null,"abstract":"In this Work in Progress paper, we discuss why including professional competencies into computing education curriculum is important. We are particularly interested in competencies that students could and, we believe, should acquire during collaborative learning experiences in project-based IT courses. In the times of globalization and technological advancement, there is a need for competencies like collaborating, communicating, working in interdisciplinary and multicultural teams, while computing education tends to focus on content knowledge and technical skills. Which is contrary to the emphasis companies put on soft skills in a hiring situation. This discussion and reflection paper discuss how employability, and identity frameworks can be used to analyse professional competencies in a project course environment in Norway? This paper focuses on how professional competencies should be implemented in the curriculum of computing degree programs and courses in the Norwegian university system. We use Curtin’s graduate attributes\" framework used by an Australian university as an example of learning outcomes that emphasize professional competencies. In this conceptual paper we discuss how putting more emphasis on graduate attributes, employability and identity can help to legitimize diverse ways of participation in the computing discipline and at the same time broaden the identity of the computing discipline.","PeriodicalId":149828,"journal":{"name":"2020 IEEE Frontiers in Education Conference (FIE)","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116530693","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}

{"title":"Infusing Computing Identity into Introductory Engineering Instruction","authors":"Briana Bettin, M. Jarvie-Eggart, Kelly S. Steelman, C. Wallace","doi":"10.1109/FIE44824.2020.9274290","DOIUrl":"https://doi.org/10.1109/FIE44824.2020.9274290","url":null,"abstract":"In this work in progress/innovative practice paper, we describe our efforts to integrate introductory computer science pedagogical methods into an engineering fundamentals context. Our multidisciplinary team is addressing the problem of perceived value and applicability of programming for first-year engineering students. These students tend to be unaware of the importance of programming skills for practicing engineers within industry, and consequently display low interest in programming. We are working to address this perception problem through interventions in the engineering fundamentals classroom.Our interventions have three objectives: establish awareness of how programming skills can be generalized beyond the introductory classroom, incorporate targeted activities for algorithmic thinking, and demonstrate the practical applications of programming skills. Similar interventions are part of the introductory experience for our computer science students; our goal here is to tailor the interventions to an introductory engineering context. Our goal is for students to recognize computing as part of the career and identity of an engineer.","PeriodicalId":149828,"journal":{"name":"2020 IEEE Frontiers in Education Conference (FIE)","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122694149","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}

{"title":"Educational Process Mining for Verifying Student Learning Paths in an Introductory Programming Course","authors":"E. M. Real, E. Pimentel, Lucas Vieira de Oliveira, J. Braga, I. Stiubiener","doi":"10.1109/FIE44824.2020.9274125","DOIUrl":"https://doi.org/10.1109/FIE44824.2020.9274125","url":null,"abstract":"This full paper of the research-to-practice category addresses the problem of organizing instructional materials and assessment activities in e-learning courses and their effects on learning outcomes. Usually, the teacher organizes the course sequence according to his didactic-pedagogical strategies and expects this help to guide the student through his learning process in the course. However, unless restrictions are imposed, students may choose to follow different paths than those indicated in the material’s organization. A question emerges from this context: what are the impacts on the students learning outcomes when they take learning paths other than expected by the teacher? In Virtual Learning Environments, student’s interaction with course materials can be stored in the so-called event logs. With the support of Educational Process Mining, it is possible to track the path of how and what specific actions students perform during learning, resulting in process models and historical statistical information. This paper aims to present the application results of PM techniques to verify the students learning paths in an introductory programming course. We used a Moodle event log containing 24605 events collected from 73 undergraduate students. For experiments, we divided this original log file into five other segments of datasets among passed and failed students variations. Techniques to obtain statistical information, Heuristic Miner algorithm to process discovery, and other techniques were applied from the implementations available in ProM Framework and scripts based on PM4Py library. The results showed that overall approved and failed students took different paths and event numbers to perform activities in the course. Besides, we obtained control-flows and frequencies of the activities and connections, thus making it possible to identify the dependencies, which resources started or ended the process, among other things. The analysis of these results provides general and specific information on students’ learning paths and can help teachers observe students’ behavior patterns and progress.","PeriodicalId":149828,"journal":{"name":"2020 IEEE Frontiers in Education Conference (FIE)","volume":"90 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129353112","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}

{"title":"The Systematic Thinking Ability of Hardware/Software Co-design using FPGA","authors":"Ying Li, Jiong Zhang, Hritik Mitra, Shicheng Yu","doi":"10.1109/FIE44824.2020.9274284","DOIUrl":"https://doi.org/10.1109/FIE44824.2020.9274284","url":null,"abstract":"This Research-to-Practice Work-In-Progress paper proposes a state-of-the-art method of \"hardware-software co-design\" (HSC) based on FPGA. The main contributions were: (1) Optimizing Curriculum System from hierarchical structure to vertical structure. The traditional computer courses are taught horizontally and independently which ignores the connection between software and hardware. Therefore, we adopt a coherent curriculum and teaching is vertically structured and logically sequenced to reconstruct the contents from loose coupling to tight coupling; (2) Optimizing teaching process from Software-Hardware to Hardware-Interface-Software. We establish a closed-loop teaching framework by designing some tightly coupled projects to integrate hardware, interface and software together; (3) Optimizing teaching method from complex to simple. Complex teaching tries to entirely develop a real system in one time but it is too difficult to implement. Based upon the theories of Occam's razor and Separation of Concern, simple teaching eliminates unnecessary knowledge and decouples the complex system into single and simple modules; (4) Optimizing teaching objectives from solving basic academic problems to solving complex engineering problems. To train engineering talents, we use industrial methods to solve industrial problems which meet industry standards. Finally, evaluation based on a capability-maturity model like CDIO-CMM (CDIO Capability-Maturity Model) was done by means survey questionnaire and the results indicate hardware-software co-design can effectively improve students' ability of system design and the proportion of students at advanced level is increased from 13% to 37%.","PeriodicalId":149828,"journal":{"name":"2020 IEEE Frontiers in Education Conference (FIE)","volume":"58 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129424456","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}

{"title":"A Study on the Impact of a Statics Sketch-Based Tutoring System Through a Truss Design Problem","authors":"Josh Hurt, Matthew Runyon, T. Hammond, J. Linsey","doi":"10.1109/FIE44824.2020.9274208","DOIUrl":"https://doi.org/10.1109/FIE44824.2020.9274208","url":null,"abstract":"Providing opportunities for students to exercise their creative skills in large, entry engineering classes challenges most faculty. This paper presents a study of a large statics class provided with a homework problem that asks them to design a truss structure. Automatic grading was done by Mechanix, an AI tutor-based software package that can automatically recognize a free-body diagram or a planar, 2d, statically determinate truss structure. The paper presents a study done in two different semesters, comparing the students using Mechanix to a control (problem on paper). To ease grading, the control group's trusses were analyzed by Mechanix after submission. No mean homework grade differences were observed, but students in the Mechanix group produced trusses that could withstand higher loads. This is despite the fact the only guidance or feedback Mechanix provides was if the students' calculated max load was correct, and if it was not, which member failed. This study occurred in Fall 2019 and Spring 2020. Students also submitted more attempts in Mechanix than the control. It may be students in the control group only submitted correct answers despite being asked to submit all attempts. Future work will provide more incentive for students to submit all attempts on paper. Mechanix automatically records all attempts. During high stress (Covid-19), more students in the Mechanix group submitted the assignment indicating that students may find this system less mentally taxing to use, less stressful, or something else led to this difference. It will be explored with focus groups in the future. AI tools have the potential to provide automatic grading for open-ended, creativity required, design problems, and to engage students more, allowing universities to develop more innovative engineers while also deepening their knowledge.","PeriodicalId":149828,"journal":{"name":"2020 IEEE Frontiers in Education Conference (FIE)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130378782","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}

{"title":"Have We Met the Vision of Engineering 2020 and What is Our Vision for 2040?","authors":"Ş. Purzer, K. Smith, Beth Cady","doi":"10.1109/FIE44824.2020.9274154","DOIUrl":"https://doi.org/10.1109/FIE44824.2020.9274154","url":null,"abstract":"In this special session, we will reflect back on the early years of the 21st century, when much had been written about the future of engineering and engineering education. There had been global calls on changing the culture of engineering in the new century. In 2004, the National Academy of Engineering published the consensus report titled, The Engineer of 2020: Visions of Engineering in the New Century. The accompanying report came out the following year, with the title, Educating the Engineer of 2020: Adapting Engineering Education to the New Century. The first one envisioned the future, and the second one explained how we prepare for that future. As we entered the year 2020, it is now time to look back, review, and reflect: Have we met the vision of engineer 2020? This session will promote thought-provoking, reflective thinking about the past and visionary thinking about the future of engineering education.","PeriodicalId":149828,"journal":{"name":"2020 IEEE Frontiers in Education Conference (FIE)","volume":"87 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123989022","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}

{"title":"Improving First-Year Teaching with Project-Based Learning and Support of STEM Modules","authors":"M. Winzker, Najat Bounif, Claudia Luppertz","doi":"10.1109/FIE44824.2020.9274263","DOIUrl":"https://doi.org/10.1109/FIE44824.2020.9274263","url":null,"abstract":"This Work-in-Progress article in the Difference Makers track describes experiences in managing a project in the German Teaching Quality Pact, a nationwide project running from 2011 to 2021. Change management principles are employed to ensure that the project work has a sustained impact. Different phases of the innovation cycle require different measures and communications to address stakeholders. Evaluation shows that the quality-in-teaching project has made an impact on education at our university, and the current focus is on sustaining the improvements.","PeriodicalId":149828,"journal":{"name":"2020 IEEE Frontiers in Education Conference (FIE)","volume":"53 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123512837","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}

{"title":"Current State and Next Steps on Automated Hints for Students Learning to Code","authors":"Daniel Toll, Anna Wingkvist, Morgan Ericsson","doi":"10.1109/FIE44824.2020.9274053","DOIUrl":"https://doi.org/10.1109/FIE44824.2020.9274053","url":null,"abstract":"The core of this work-in-progress is that the best way to learn how to code is to practice by solving problems. However, if students have trouble with this, they can get frustrated and give up. Automated Tutoring Systems (ATS) aim to provide hints to help them solve the problems they encounter. Many of the existing systems offer general hints, e.g., \"check the conditional statement\" or help the student interpret the compiler or test-case errors. While this can be useful, we think that an ATS should provide interactive and specialized feedback for each program. We snowballed through publications on promising ATS and found that there are several such systems (in 27 publications), but we could also identify many challenges and that our requirements were not met by any existing system. For example, few of them work on general-purpose programming languages, e.g., Java, or scale to realistic problems consisting of multiple methods and classes. From the search, we find ATS based on Automated Program Repair (APR) shows the most promise. However, while program repair has the potential to generate specialized hints to help guide the student to a working state, studies that looked into these have identified further challenges. For example, many APR ATS tools only show the repaired program to the students, who then have to compare and modify their program accordingly. Another issue is that APR generally only modifies a few lines, so if the student solution is far from correct, the repair might fail. This can be solved by partial repair, i.e., the program is repaired so at least one additional test-case passes. While this increases the repair rate, it might make hints more difficult or point the students in a non-obvious or even \"wrong\" direction. The APR can take several minutes, which also makes it unsuitable for interactive ATS. We take a design science approach to define an ATS based on APR that attempts to address the identified challenges. We give a review of the state-of-the-art for the required components, e.g., APR, how to generate hints from differences between two programs. From this, we suggest a three-step roadmap; 1. identify suitable APR-tools, 2. construct an oversized test-suite, and 3. adopt APR to the tutoring context.","PeriodicalId":149828,"journal":{"name":"2020 IEEE Frontiers in Education Conference (FIE)","volume":"26 8","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120918338","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}

{"title":"Teaching CT through Internet of Things in High School: Possibilities and Reflections","authors":"Gelson Schneider, F. Bernardini, Clodis Boscarioli","doi":"10.1109/FIE44824.2020.9274184","DOIUrl":"https://doi.org/10.1109/FIE44824.2020.9274184","url":null,"abstract":"This Research to Practice Full Paper presents a pedagogical practice for technical high school students for developing Computational Thinking (CT) abilities through Internet of Things technologies. The covered topics in our proposal include (i) the use of temperature and humidity sensors for data collection, treatment and visualization using Arduino and micro-controllers; (ii) Smart and Human Cities (SHC) and Open Data concepts, in order to lead the students to reflect on the problems of their city and on data protection. Our motivation to our proposal is due to the educational processes have to develop criticality and the ability to solve problems among students. In this context, CT has been used for this through the use of robotics, game building or unplugged computing. On the other hand, technologies for implementing Internet of Things (IoT) have been used in several domains of society, including cities transformation. One important aspect in this scenario is data generation, which have to be carefully tackled by government’s and who develop solutions to SHC. In this way, using IoT for teaching CT is an important aspect, also considering open data, privacy and SHC context. In our pedagogical practice, students were able to design and develop solutions to problems in their daily lives indirectly applying CT skills, such as decomposition, pattern recognition, abstraction, automation and analysis, as well as self-skills, collaboration, creativity and critically, required nowadays in broad professional training. It was also possible to develop students’ interest in raising awareness of the use of computational technologies, as a solution to problems in society considering aspects of SHC and open data; propose a technological solution using IoT; and analyze the use of these data collected for the social well-being. For the evaluation of our proposal, we carried out questionnaires and tasks observation. The experience was considered successful in its planning and application, with a positive evaluation of the participating students.","PeriodicalId":149828,"journal":{"name":"2020 IEEE Frontiers in Education Conference (FIE)","volume":"81 16","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"113992379","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}