2021 IEEE Global Engineering Education Conference (EDUCON)最新文献

{"title":"The Data Management of the Language of Trauma Narrative Communication","authors":"Shy Wei Chin, Seng Tong Chong, Abul Basal Abdun Nasir Bin Musa, L. Shyuan","doi":"10.1109/EDUCON46332.2021.9454015","DOIUrl":"https://doi.org/10.1109/EDUCON46332.2021.9454015","url":null,"abstract":"Trauma experiences or post-traumatic disorders prove to be an uprising phenomenon faced by people around the globe. This paper examines the language of trauma studies in two textbooks authored by a prominent trauma analysis expert who has been in the field for more than 20 years. This paper posits that the study or content analysis of trauma narratives discourse textbooks could contribute to self-efficacy beliefs especially in communication management. Using the corpus-based approach, essential keywords, and a word list of the essential language of trauma headwords are identified. Thus, with the 209 identified headwords, the development of the new word list specifically to trauma narratives discourse has been facilitated. The production of the word list of the language of trauma is aimed to assist disaster risk management researchers and authorities in identifying the ‘sensitive’ traumatic keywords to be or not to be narrated to the affected people in community-based studies. Thus, this study entails insightful concepts to the creation of a trauma narrative essential word because of its meaningful application. In conclusion, the article presents the keywords found to be associated closely with trauma narrative textbooks insights and proposes a coping alternative to the community or academia from a linguistics and communication management point of view.","PeriodicalId":178923,"journal":{"name":"2021 IEEE Global Engineering Education Conference (EDUCON)","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131102101","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":"Pedagogical Innovations With A Gender Approach To Increase Computer Programming Self-Efficacy In Engineering Students","authors":"P. Jiménez, J. Pascual, Javiera Espinoza, Sofia San Martin, F. Guidi","doi":"10.1109/EDUCON46332.2021.9453933","DOIUrl":"https://doi.org/10.1109/EDUCON46332.2021.9453933","url":null,"abstract":"This study seeks to identify the effect that in-class teamwork activities have on the technical roles assumed by female engineering students in computer programming courses. During 2018 and 2019, a mixed methodology research was conducted in 2 phases. First, a qualitative study that consisted of 15 in depth interviews with current and former female engineering students. In addition, the research team conducted non-participatory observations in 2 courses, to identify elements of group dynamics in mixed gendered classes. This qualitative phase informed the quantitative study designed in the second phase. The quantitative phase took place in two computer programming courses associated to an undergraduate engineering program: Course A, which uses traditional lecture classes, and Course B, which uses project-based learning as the teaching methodology. In course B, a questionnaire (91 responses) was applied to identify the dynamics of role assignment in their teams. A self-efficacy questionnaire on computer programming was applied to courses A (n=33) and B (n =46) to compare the experience of women in the modality of individual and group work. The results indicate that women in course B tend to assume roles of coordination and work management, unlike men who define themselves as programmers or designers. The non-parametric tests applied indicate that when comparing the start and end of the course, the men and women of both courses significantly increased their overall self-efficacy. However, if only items that include execution tasks are considered, women in course B do not significantly improve their self-efficacy, unlike men from course B and both women and men from course A. Pedagogical recommendations are presented to improve self-efficacy of female engineering students in group-work based courses in computer programming subjects.","PeriodicalId":178923,"journal":{"name":"2021 IEEE Global Engineering Education Conference (EDUCON)","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121884302","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":"Interest High School Students in STEM Studies, while Preparing STEM Students for Leading Positions","authors":"S. Kazula, Beatrice Rich, K. Höschler, R. Woll","doi":"10.1109/EDUCON46332.2021.9454011","DOIUrl":"https://doi.org/10.1109/EDUCON46332.2021.9454011","url":null,"abstract":"A declining interest in STEM studies can be monitored in Germany. Additionally, graduates of STEM studies often lack of developed soft skills, which are required to succeed in their respective careers. This paper presents the development and introduction of the ELPro university course. Within the scope of this course, groups of university students develop study-related projects over the period of one semester. As part of a project week, these projects are conducted by groups of high school students under the supervision of the respective group of university students. The main purpose of that course is to provide STEM students with necessary soft skills for their professional career, while stimulating the interest of high school students in STEM studies. The motivation and potential challenges for this course are explained. The contents and the schedule of the course are described. First results of the course are shown, highlighting positive feedback from university students, high school students and school. An overview of potential future developments of the course is given. In conclusion, courses like the ELPro course can contribute to an increased interest of high school students in STEM courses, while preparing STEM students for leadership positions.","PeriodicalId":178923,"journal":{"name":"2021 IEEE Global Engineering Education Conference (EDUCON)","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121278980","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":"Code Reuse and Formative Assessment in Secondary Education","authors":"Niklas J. Nystad, Majid Rouhani, M. Divitini","doi":"10.1109/EDUCON46332.2021.9453994","DOIUrl":"https://doi.org/10.1109/EDUCON46332.2021.9453994","url":null,"abstract":"Code reuse is a widely accepted practice in software engineering. Not surprisingly, the practice is becoming more and more widespread also in the context of computing education. This paper explores the use of code reuse in secondary education, focusing on the challenges that are connected to formative assessment. The paper presents the results of an interview study with 12 teachers teaching computing in secondary schools. Teachers have been asked about their attitudes towards code reuse in education, challenges with formative assessment and code reuse, and best practices to address the identified challenges. The study shows that attitude and approaches towards code reuse in the classroom span wide. Some teachers are open and positive to include it as a practice, while others are more restrictive. Most of the reported challenges revolve around the dilemma between learners reusing code to be efficient and create complex programs, but at the expense of adequately learning and understanding what they do and practicing general and specific programming skills. The paper also presents some lessons learned that can be directly relevant for educators. some lessons learned that can be directly relevant for educators.","PeriodicalId":178923,"journal":{"name":"2021 IEEE Global Engineering Education Conference (EDUCON)","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131778145","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":"Boosting Students and Teachers Cybersecurity Awareness During COVID-19 Pandemic","authors":"S. Alrabaee, Raed Manna","doi":"10.1109/EDUCON46332.2021.9454089","DOIUrl":"https://doi.org/10.1109/EDUCON46332.2021.9454089","url":null,"abstract":"The COVID-19 Coronavirus originating from Wuhan, China has become a global pandemic. In order to protect their country’s residents, governments worldwide have ordered schools and companies to close and for people to quarantine at home. This has resulted in a dramatic increase in the use of digital devices and activity on the internet. Cybercriminals around the globe have seen this pandemic as an opportunity to initiate cyberattacks. This paper reviews the cyber threats that threaten users globally, as well as some of the attacks that have already occurred during the COVID-19 pandemic. We then make suggestions to countermeasure these attacks and what can be done in the future to improve cybersecurity awareness and prevent them from occurring again.","PeriodicalId":178923,"journal":{"name":"2021 IEEE Global Engineering Education Conference (EDUCON)","volume":"24 4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134277040","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":"Product Validation in Creative Processes: A Gender Perspective in Industrial Design Projects","authors":"Juan-Carlos Rojas, J. L. Higuera-Trujillo, Gerardo Muniz, J. Marín-Morales","doi":"10.1109/EDUCON46332.2021.9453948","DOIUrl":"https://doi.org/10.1109/EDUCON46332.2021.9453948","url":null,"abstract":"Design education and practice are continuously evolving. Educational institutions must include intellectual complexities and new curriculum to support good design education. The design education future emerges multidisciplinary knowledge, teaching innovation and employment necessities. This paper describes a methodology centered in product validation with industrial design students. Focusing on discovering the student experience during the project execution, in addition to observing closely the female design student’s perception on the methodology and process developed. The academic project was the design of a novel tool board. The students developed the proposed project in a period of eight weeks. Sixteen students participated as a sample of this research. The methodology consisted of eight phases that spanned from project brief to project conclusion, introducing two phases focused on validation exercises for the elements created to reach the solution of the tool board. During the end of the two evaluation phases, two surveys were applied asking for information on his previous experience during his design education and three elements that assessment the design methodology implementation: utility, novelty, and relevance. Using multiple choice and Likert scale answers the students answered the surveys. The survey’s findings revealed relevant information on the project implementation focused on evaluation phases during the product design. The results revealed how students reflected on their previous experience developing projects, and how the design tool board integrate important phases like validation. Also, the students evaluated with a positive value the utility, novelty, and relevance of the developed project. However, the most important finding was the female perception comparing male students. The female assessment of novelty and relevance increased during project implementation, highlighting novelty as a perceived element to a greater range than men. This research results allowed us to discover more information about female students experience with creative and validation processes.","PeriodicalId":178923,"journal":{"name":"2021 IEEE Global Engineering Education Conference (EDUCON)","volume":"67 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133356737","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":"Student Perceptions of an Asychronous Online Discussion Board Used to Assess the Professional Skills","authors":"M. Danaher, A. Rhodes, Ashley Ater-Kranov","doi":"10.1109/EDUCON46332.2021.9453886","DOIUrl":"https://doi.org/10.1109/EDUCON46332.2021.9453886","url":null,"abstract":"Though not originally developed for teaching, asynchronous online discussion boards (AODBs) have become important tools for online and blended learning, while also having expanded into some face-to-face teaching environments. Because of this, it is imperative that ongoing research is conducted into how they can be integrated in courses, how they are perceived by students, and how they operate when used as assessments. This paper examines student perceptions of a particular AODB activity, the Computing Professional Skills Assessment (CPSA). The professional skills are the 21st century, cross-disciplinary, or transferable learning outcomes including but not limited to problem-solving, communication, teamwork, and critical thinking, and they are globally recognized as essential for employment within a knowledge economy. Utilizing the CPSA as a direct assessment within a traditional face-to-face course, through an anonymous survey students provide their insights into the degree to which the AODB enhanced professional skills learning outcomes and shared what they liked, disliked, and would like to change about the AODB.","PeriodicalId":178923,"journal":{"name":"2021 IEEE Global Engineering Education Conference (EDUCON)","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115579877","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 Step that Paves the Way of Teaching Modern Electrical Circuits","authors":"G. I. Eleftheriou, G. Kalkanis, E. Kapotis, H. Nistazakis","doi":"10.1109/EDUCON46332.2021.9454131","DOIUrl":"https://doi.org/10.1109/EDUCON46332.2021.9454131","url":null,"abstract":"Conventional incandescent bulbs are widely used in science education experiments. Today incandescent bulbs are being replaced by LED bulbs, which students encounter quite often in their daily lives, but they ignore how LEDs operate in a simple circuit. Also, the electronic devices used every day are getting smaller and smaller in scale, preventing students from understanding that they simply incorporate basic elements of electrical circuits that they learn in school. This research seeks to find ways to make this integration and to evaluate learning outcomes in primary school students.","PeriodicalId":178923,"journal":{"name":"2021 IEEE Global Engineering Education Conference (EDUCON)","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116591993","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":"Non-Traditional Education to Advance Women in Computing Careers in the St. Louis Metro Region","authors":"A. Szakonyi, Maurice E. Dawson, Harshini Chellasamy, Andreas Vassilakos","doi":"10.1109/EDUCON46332.2021.9454075","DOIUrl":"https://doi.org/10.1109/EDUCON46332.2021.9454075","url":null,"abstract":"The Saint Louis Metropolitan Area has been one of the top American cities for tech startups while hosting a substantial number of fortune 500 companies. Usually, this translates into job opportunities for those living and working within the area. However, the immediate challenge is the lack of women within the workforce that is currently there. While one of the top 50 largest metropolitan areas, Saint Louis has a deficit of women in computer engineering related fields. This paper aims to address those issues while displaying what this city has done to increase the workforce in the metropolitan area. The authors review current initiatives while providing recommendations for enhancing those already present.","PeriodicalId":178923,"journal":{"name":"2021 IEEE Global Engineering Education Conference (EDUCON)","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117103660","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":"Improved Power Engineering Curriculum: Analysis in a Year 3 Course in Electrical Engineering","authors":"Hua Chai, J. Ravishankar, K. Meng, Matthew Priestley","doi":"10.1109/EDUCON46332.2021.9453908","DOIUrl":"https://doi.org/10.1109/EDUCON46332.2021.9453908","url":null,"abstract":"Modern electrical power systems have an increasing penetration of distributed generation (DG). This increase yields the requirement for integration of renewable energy and distributed energy generation into the educational curriculum of power engineering. However, the integration of associated knowledge in the curriculum framework is challenging because power system industry is experiencing a fast and continuing transition and associated teaching and learning materials are becoming quickly outdated in higher education institutions. This paper demonstrates the use of the backward design model in the power engineering discipline, where a Year 3 course is redesigned. The course is entirely implemented in an online mode, and the feedback and perception from the students are presented and analyzed. The results show the necessity of the curriculum framework development for power engineering education in a qualitative manner and provide guidance for course instructors to integrate distributed energy generation in undergraduate coursework programs.","PeriodicalId":178923,"journal":{"name":"2021 IEEE Global Engineering Education Conference (EDUCON)","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115491866","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}