2021 IEEE Integrated STEM Education Conference (ISEC)最新文献

{"title":"The Go-Light Game as a Tool for Enhancing the Mental Skills Required in STEM Learning","authors":"R. William","doi":"10.1109/ISEC52395.2021.9763938","DOIUrl":"https://doi.org/10.1109/ISEC52395.2021.9763938","url":null,"abstract":"This paper presents the “Go-Light Game”, as a tool to aid in the development and exercise of the mental and social skills required for students to succeed in STEM (Science, Technology, Engineering, and Mathematics) careers. The Go Game is played primarily in Asia and said to be the oldest, most popular, and by far the most complex board game in the world. “Go is the ultimate mind sport”. It has no equal in the strategic gaming world.” (American Go Association). In addition, the Go Game context supports social skill development better than does playing video games.To facilitate the use of the Go Game for the intended purpose, the game was scaled down from the fullsized 19 x 19 board with 361 stones to smaller, “Go-Light Game” boards of 8 x 8 or 7 x 7 board grids with a corresponding 64 or 49 stones. The Go-Light game play time, 15 to 30 minutes, is intended to be compatible with high school student schedules and interest spans. Unlike Chess, the Go Game can be scaled down in complexity under the same rules of play. Another adaptation to the high school context was to make the Go-Light Game board and stones relatively inexpensive and portable. Several experiences with student Go-Light Game play in the culture and context of diverse groups of Washington DC high school students are presented to show student interest and focus. Initial experiences demonstrate that the game has the power to attract, engage, and stimulate mental and social learning activity in a wide range of high school students in ways beneficial to STEM learning and career advancement.General confirmation of the assertion, “the Go-Light Game can be a useful tool in developing the mental capabilities to contain and apply STEM knowledge”, requires further systematic play research and corresponding student cognitive performance testing.The Go-Light Game as a Tool for Enhancing the Mental Skills Required in STEM Learning William R. English PhD, PE, EUR ING, IEEE Life Senior Member","PeriodicalId":329844,"journal":{"name":"2021 IEEE Integrated STEM Education Conference (ISEC)","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123085626","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":"Franklin’s Bells: Converting Electrical Energy Into Continuous Mechanical Motion","authors":"Stella C Firmenich","doi":"10.1109/ISEC52395.2021.9763971","DOIUrl":"https://doi.org/10.1109/ISEC52395.2021.9763971","url":null,"abstract":"In a letter to his friend, Benjamin Franklin writes about an experiment he conducted. He writes, ”In September 1752, I erected an iron rod to draw the lightning down into my house, in order to make some experiments on it, with two bells to give notice when the rod should be electrified.” He adapted a setup made in 1742 by German professor, Andrew Gordon. Franklin’s Bells was an early demonstration of converting static electrical energy into continuous mechanical motion. Franklin’s setup consists of two metal vessels with a metal clapper hanging on a non-conductive line between the two. One vessel is placed on a non-conductive surface and the other is connected to a static electricity source. How Franklin’s Bells works is that when a positive charge is brought to one of the vessels, it attracts the negatively charged clapper. The clapper hits the vessel and then absorbs that charge and gets repelled. The now positively charged clapper gets attracted to the negatively charged vessel and the process repeats. It repeats until the charge has evened out again. The original Franklin’s Bells used an electrical rod for the electrical current and the setup rang during thunderstorms. Occasionally it would ring without thunder, hinting at electrical charges in the air. Franklin’s Bells is also easily replicated using two aluminum cans, a soda tab, some string, a straw, a plastic lid, and a static electricity source. Ground one aluminum can by placing it on top of a plastic lid. Place another can on the table, not on the plastic, about $1frac{1}{2}$ inches away from the grounded can. Tie a soda tab to one end of the string, and secure the other end of the string around the middle of a straw. Balance the straw between the two cans so the tab hangs freely between the cans. To get the tab moving, bring a static electricity source near one can. Rub a pvc pipe with wool to collect static electricity and hold the pipe close to a can without touching it. Alternatively, take a balloon and rub it on your hair and then bring the balloon close to a can without touching it. The goal of this experiment was to help students understand how static electricity affects mechanical motion. There are not any modern examples for this experiment yet it still provides a good model for education. It is easy to learn about the history of how people came to learn about the effects with the model. Teachers can use this demonstration in their classroom to show how electrical energy can be converted into a continuous mechanical energy. This experiment is fun, low cost, highly effective, and can easily be replicated by students. I have been researching and recreating this experiment for three months. The opportunity was provided by a program run by Professor Littman at Princeton University called Community Project Studios (CPS). The letter mentioned in paragraph one is Letter XII, written by Benjamin Franklin to Peter Collinson in September, 1753.","PeriodicalId":329844,"journal":{"name":"2021 IEEE Integrated STEM Education Conference (ISEC)","volume":"142 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127314411","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 Case Study: Individual Design Enhancement for a Saucepan. Providing Practical Experience Within a Community College Engineering Program ISEC 2021","authors":"A. M. Pamela Bogdan, Derek Alton","doi":"10.1109/ISEC52395.2021.9763952","DOIUrl":"https://doi.org/10.1109/ISEC52395.2021.9763952","url":null,"abstract":"In this paper, the authors present the evolution of the Ocean County College (OCC) Engineering & Technology Program as it expands to include more career focused experiential learning opportunities. The goal is to provide students at our institution with opportunities to gain career-style experience that they can leverage to gain future employment. Observations and key findings about the use of experiential learning are provided based on a case study that is given from the perspective of the educator/mentor and the student. All of this is done in the context of an engineering project to create a prototype of the student’s design for a single multi-configuration cooking pan.","PeriodicalId":329844,"journal":{"name":"2021 IEEE Integrated STEM Education Conference (ISEC)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127475329","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":"Faraday’s Motor and Electromagnetism","authors":"Vanisha S Nagali, Saniya Nagali","doi":"10.1109/ISEC52395.2021.9764123","DOIUrl":"https://doi.org/10.1109/ISEC52395.2021.9764123","url":null,"abstract":"Michael Faraday’s apparatus was a feat in engineering, and he applied the new learning of electromagnetism and connected it to motion. This discovery revolutionized transportation, providing a basis for the sophisticated motors we have today.This invention was generated shortly after the discovery of electromagnetism, being heavily related to those revelations. Hans Christian Ørsted discovered that the addition of electric current flowing through wire, would produce magnetism. Later, André-Marie Ampère expanded on this discovery to state that said magnetism would produce a circular magnetic force, developing a cylinder around the wire. Isolating the magnetic pole would cause the electrically-charged wire to move in a constant, circular motion. Faraday used this knowledge to develop the first electric motor, created in 1821, just a year after electromagnetism was discovered.The original motor was composed of a copper wire hanging inside a glass vessel, with an electrified mercury pool and a secured permanent magnet at the bottom but not submerged. The entire apparatus would be connected to a battery, and caused the wire to spin clockwise around the battery.Homopolar motors can be assembled easily, while demonstrating the principles of Faraday’s motor. One method is to connect a loosely coiled 18-gauge wire to the positive terminal of a AA battery, which is atop two neodymium magnets. The wire should also touch the bottom magnet, causing the coil to orbit it.Another method of constructing a homopolar involves connecting a neodymium magnet to the negative terminal of a D-cell battery. The flat-head of a screw is attached to another small, strong magnet of the same kind. The pointed-end of the screw hangs from the positive terminal of the battery, suspended through the magnetic attraction from either side.The rotational movement of the copper wire is due to the Lorentz force - the effect of the electromagnetic fields produced through the battery and magnets. Current passes through the positive terminal into the copper wire, which transfers it to the magnet and back to the battery, and thus, the circuit is complete. When the magnetic field is perpendicular to the current from the copper wire, the Lorentz force is generated, prompting the circular motion of the coil. During my presentation, I will demonstrate how homopolar motors can be built using just a few readily available materials to demonstrate electromagnetism to students of different age ranges.The principles of Faraday’s motor are found in a myriad of modern technology, transforming several aspects of engineering. Faraday utilized the principles of electromagnetism to generate an invention that would be applicable in everyday use. Motors have come a long way since Faraday’s day, but those for cars, boats, and other forms of transportation are all based on his findings. Without Faraday, the modern day would not look as it does, and surely the future will also be heavily impacted by his discove","PeriodicalId":329844,"journal":{"name":"2021 IEEE Integrated STEM Education Conference (ISEC)","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125142748","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":"Training Workers to Thrive in Future Technology-Driven Environments: A Blueprint","authors":"Wenbing Zhao","doi":"10.1109/ISEC52395.2021.9764107","DOIUrl":"https://doi.org/10.1109/ISEC52395.2021.9764107","url":null,"abstract":"The rapid development in machine learning and artificial intelligence will inevitably make most workplaces into technology-driven environments where workers will be forced to use and rely on various technologies. In this paper, we outline two major challenges a non-tech savvy worker will face in such future work environments. The first challenge is the fear for technology, which is often termed as “technostress.” The second is the lack of leadership skills. While the first challenge has been well-recognized, few industry sectors have recognized the need to offer leadership training for all its workforce. In future, the works will inevitably be more sophisticated and they will require the workers to have the skills to handle unexpected situations, especially on tasks related to working with customers because simple and repetitive tasks will have been automated by machines. To overcome these issues, we propose to provide individualized training for workers using carefully designed educational modules that are themselves backed by artificial intelligence. Essentially, artificial intelligence would be put to use to study patterns of human behaviors and identify the most effective ways to intervene that could alter human behavior for better.","PeriodicalId":329844,"journal":{"name":"2021 IEEE Integrated STEM Education Conference (ISEC)","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117083662","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":"BEAT: Branding and Entrepreneurship of Assistive Technology for Social Good","authors":"Zhigang Zhu, Gerardo A. Blumenkrantz, Katherine Olives","doi":"10.1109/ISEC52395.2021.9763981","DOIUrl":"https://doi.org/10.1109/ISEC52395.2021.9763981","url":null,"abstract":"This paper describes the opportunities and challenges found in incorporating both branding and entrepreneurship components into an engineering senior design course (Capstone course). This newly upgraded course is called BEAT: Branding and Entrepreneurship of Assistive Technology. The original joint senior design course on assistive technology has been run for over ten years, serving undergraduate seniors in computer science, computer engineering and electrical engineering at CCNY, working on assistive technology projects to help people in need. The class had informally included entrepreneurial components in the past, but from 2019 on, we formally integrated both branding and entrepreneurship components into the curriculum. This paper describes the motivation of the work, the four key components in the course syllabus, a number of student evaluation mechanisms, course outcomes so far and results of a student survey, and some final discussions of the opportunities we provide to our students and challenges we face in implementing this cross-disciplinary curriculum.","PeriodicalId":329844,"journal":{"name":"2021 IEEE Integrated STEM Education Conference (ISEC)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130663412","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":"Understanding the Source of Confusion with Computational Thinking: A Systematic Review of Definitions","authors":"Fan Xu, Shuhan Zhang","doi":"10.1109/ISEC52395.2021.9764144","DOIUrl":"https://doi.org/10.1109/ISEC52395.2021.9764144","url":null,"abstract":"Computational Thinking (CT) is considered a necessary 21st-century competence that should be introduced to school education as a vital ingredient. However, the lack of a consensual definition of CT and the confusion with other similar terms made it a big challenge for researchers and practitioners to understand this concept. The purpose of this work-in-progress (WIP) is to identify and compare the existing definitions of CT proposed by various members of the education or research community, and ultimately to give educators and researchers suggestions on understanding this concept for particular purposes or situations. We conducted a systematic review of the definitions of CT from the source of academic articles and categorized the definitions based on their approaches, dimensions, and contexts. Forty-one unique and original concepts were extracted from the search. Results indicate that the existing definitions of CT were mostly formulated 1) with a prototype approach, 2) for the generic purpose of use, 3) in the context of K-12 education, 4) based on the subject of Computer Science. These results provide sufficient granularity to allow us to come up with suggestions on how to choose appropriate and pragmatic CT definitions.","PeriodicalId":329844,"journal":{"name":"2021 IEEE Integrated STEM Education Conference (ISEC)","volume":"127 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123377697","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":"Fine-grained Analysis of Gender Bias in Student Evaluations","authors":"Eric M. Dillon, H. Malik, D. Dampier, F. Outay","doi":"10.1109/ISEC52395.2021.9764069","DOIUrl":"https://doi.org/10.1109/ISEC52395.2021.9764069","url":null,"abstract":"The most widely applied method to evaluate an instructor’s performance in a course is by collecting numerical responses against a set of questionnaires about the instructor and the course, along with comments in free-form text. Published research results depict biases in the student evaluations of instructors in their ratings and comments. However, the research so far has not been directed at the fine-grained analysis of gender bias: the opinion (sentiments) of students towards qualitative metrics of their interaction with their instructors. This work-in-progress (WIP) proposes (a) a methodology to mine teaching evaluations and (b) an open-source tool to support educational establishments and students in executing empirical studies and exploratory analytics on the teaching evaluations.","PeriodicalId":329844,"journal":{"name":"2021 IEEE Integrated STEM Education Conference (ISEC)","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121538159","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":"Interdisciplinary STEM Undergraduate Programs and the Effectiveness of Computing Competencies within the Curriculum","authors":"K. Herbert, T. Marlowe, Kees Leune, Robert M. Siegfried, Jeanette Wilmanski","doi":"10.1109/ISEC52395.2021.9763989","DOIUrl":"https://doi.org/10.1109/ISEC52395.2021.9763989","url":null,"abstract":"Undergraduate interdisciplinary, multidisciplinary and transdisciplinary computing-related STEM programs are proliferating extensively. Each of these programs requires a robust computing component to be integrated into the curriculum. However, including an introductory, programmingoriented sequence designed for CS majors is not always the best fit for these multifaceted programs. In this work in progress paper, we set out to investigate possibilities and issues for the computing component, focusing on three fields: bioinformatics, data science, and cybersecurity. We explore commonalities and differences, and discuss initial plans to test our hypotheses. In doing so, we consider data organization, data acquisition, and a preliminary survey design.","PeriodicalId":329844,"journal":{"name":"2021 IEEE Integrated STEM Education Conference (ISEC)","volume":"186 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131501821","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":"StartlearnING-an example for cross-domain learning arrangements combining engineering and biology","authors":"M. Reiser, Martin Binder, Holger Weitzel","doi":"10.1109/ISEC52395.2021.9764027","DOIUrl":"https://doi.org/10.1109/ISEC52395.2021.9764027","url":null,"abstract":"The shortage of skilled workers in the so-called STEM professions demonstrates the urgency of introducing children and young people to technical and scientific topics at an early age. Following this approach, the project startlearnING offers learning arrangements that combine technical and scientific contents and promote the problem-solving competence of the students. StartlearnING uses design tasks as an interdisciplinary \"bracket\" and embeds the acquisition of scientific knowledge in a design process. To make the promotion of STEM teaching as effective as possible, the project acts on three levels: the students, the student teachers and the teachers. The starting and finishing points are problems for which engineering solutions are developed. Biological phenomena are used as a source of ideas or concretize the requirements for the technical solution. In the learning arrangements, the learners specify the problem, develop solution ideas and evaluation criteria, select promising approaches based on criteria, implement, test and optimize them. To do this, they must combine biological and technical expertise. In order to familiarize teachers with the approach of designing according to the startlearnING principle, the project offers in-service training for teachers. In addition, the teachers are supported in their teaching by trained tutors. The startlearnING project is also active in preparing prospective teachers in science teacher education and offers cooperative seminars in which student teachers and engineering students come together to contribute their skills and perspectives to problem-solving processes. They are trained and qualified in a problem-oriented design approach based on the startlearnING principle. StartlearnING is scientifically accompanied by the Weingarten University of Education. Among other things, the impact of the learning arrangements on the motivation and biological expertise of the students is being investigated.","PeriodicalId":329844,"journal":{"name":"2021 IEEE Integrated STEM Education Conference (ISEC)","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131079427","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}