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/ISEC52395.2021.9764041","DOIUrl":"https://doi.org/10.1109/ISEC52395.2021.9764041","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 full-sized 19 x 19 board with 361 stones to smaller, “Go-Light Game“ boards of 8 × 8 or 7 × 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":"73 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":"124033636","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":"Identifying the Impacts of Digital Technologies on Labor Market: A Case Study in the Food Service Industry","authors":"Zeyi Ma, Lufan Wang","doi":"10.1109/ISEC52395.2021.9764118","DOIUrl":"https://doi.org/10.1109/ISEC52395.2021.9764118","url":null,"abstract":"Digital technologies like artificial intelligence, quantum computation, and 5G communication are advancing at an ever-increasing pace, which have tremendously increased the labor efficiency and workforce productivity. However, there is an increasing concern about the threat of technology innovation - will machines replace human jobs, and will digital technologies cause mass unemployment in the future? To better respond to the upcoming workforce transitions and formulate coping strategies for technological displacement, it is necessary to identify the impacts of such digital technologies on future labor markets and answer questions such as how job demands would change and how required workforce skills would shift. In previous studies, some scholars have quantified the impact of artificial intelligence (AI) on the whole labor market. However, they over-generalized their models and lacked in-depth analyses considering the unique characteristics of different industries. To address this knowledge gap, this research specifically focuses on the food service industry, and takes McDonald’s as a case study. The research methodology includes three main steps: 1) data collection, which aims to collect McDonald’s annual financial reports from 2006-2019; 2) data extraction, which aims to extract six financial factors from the annual reports (i.e., total revenue, total cost, operating income, number of employees worldwide, number of restaurants worldwide, as well as payroll and employee benefit cost); and 3) data analysis, which aims to analyze and characterize the trend of the extracted data. The results indicate that, with the wide use of digital technologies, company’s operation efficiency has been significantly improved and the number of required employees per restaurant have reduced nearly 70% since 2007. This change could be due to the evolving technology at McDonald’s, such as the Company’s global mobile app, self-order kiosks, and AI-driven models such as the conversational ordering interface. The results of this research provide a better understanding of the impacts of digital technologies and trends of job demands in the food service industry. In our future work, we will further extend the case study to different regions and different types of restaurants to verify if similar trend exists in the food service industry in general. We will also statistically test the significance of the impacts of technologies, and propose possible strategies to prepare for and adapt to the potential work displacements.","PeriodicalId":329844,"journal":{"name":"2021 IEEE Integrated STEM Education Conference (ISEC)","volume":"77 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":"126739228","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":"Use of Rubric and Assessment to Encourage Self-Regulated Learning","authors":"Abrar Habib, Mona Abdullatif, N. Alzayani","doi":"10.1109/ISEC52395.2021.9763942","DOIUrl":"https://doi.org/10.1109/ISEC52395.2021.9763942","url":null,"abstract":"Self-regulated learning is the ability of a learner to consciously monitor and develop one’s own learning independently. Some learners naturally exhibit this skill more than others. In an attempt to encourage selfregulation in learners, the assignments in a 400 level course for Civil Engineering undergraduate students are designed to replicate the main steps in a self-regulated learning cycle. The first step in the self-regulated learning cycle is setting the goals and perceiving the main features of the task. This step was implemented by asking students to evaluate a professional’s work using a well-established rubric. The second step is for students to implement the task by themselves. The last step in the self-regulated learning cycle is self-reflection and self-evaluation. Each step involved students submitting an assignment (a formative assessment). In their reflections, students expressed positive attitudes towards this method and from their responses it was clear that helping them develop their meta-cognition improved their learning. Furthermore, it was evident from instructor observation while grading the assignments that the students made conscious efforts to reach the goals that they set at the beginning of the self-regulation learning cycle.","PeriodicalId":329844,"journal":{"name":"2021 IEEE Integrated STEM Education Conference (ISEC)","volume":"254 Pt B 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":"121458939","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":"Augmented Reality Technology Projects of Tea Culture for China’s Secondary Students","authors":"Hongyu Chen, Dan Sun, Xue Zhang, Yan Li","doi":"10.1109/ISEC52395.2021.9764066","DOIUrl":"https://doi.org/10.1109/ISEC52395.2021.9764066","url":null,"abstract":"AR technologies has becoming an uprising yet challenging technology to foster K-12 students’ learning. Previous research has reported contrasting but positive conclusions about the effect of integrating AR technology in science, technology, engineering and mathematics (STEM) education. This research selected tea culture, which is a profound and long-lasting culture in China and the world, and designed and developed AR tea culture resources to facilitate secondary student’s learning. In order to further examine the effect of utilizing AR tea culture resources, this study designed a quasi-experiment and utilized a mixed-method approach to examine students’ knowledge acquisition, learning experience, and learning attitude towards tea culture during instruction through AR project. The analysis results show that students in experimental group achieved a better grade in knowledge acquisition, and significant improvement in learning experience and learning attitude towards tea culture than students receiving lecture through traditional teacher-led PowerPoint instruction. It is becoming more necessary to educate future developers and educators of the development and integration of AR technologies in formal education, where our experience could provide some implications for future STEM educational community.","PeriodicalId":329844,"journal":{"name":"2021 IEEE Integrated STEM Education Conference (ISEC)","volume":"125 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":"127746675","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":"Comprehensive analysis of IEEE 802.11ah for Wireless Communication Networks","authors":"A. Z. Yonis, H.A. Dweig, A.K. Tareed","doi":"10.1109/ISEC52395.2021.9763924","DOIUrl":"https://doi.org/10.1109/ISEC52395.2021.9763924","url":null,"abstract":"IEEE 802.11ah is an approved amendment to IEEE 802.11 wireless local area network (WLAN) standard to support growing demand for machine-tomachine (M2M) applications. IEEE 802.11ah is intended for extended range and low power applications in the unlicensed sub 1 GHz band, including machine to machine communication and the internet of things. 802.11ah uses narrower contiguous channel bandwidths than IEEE 802.11n and IEEE 802.11ac to facilitate long range, low power communication at a lower data rate. Valid channel bandwidths are 1, 2, 4, 8, and 16 MHz IEEE 802.11 ah standard was originally targeting high throughput applications. However, being able to have IP connectivity and the fact that Wi-Fi have already spread in every corner of the world, make this standard one of the most suitable technologies for next generation techniques. The paper evaluates the performance of IEEE 802.11ah and some of its features in various scenarios in this research work.","PeriodicalId":329844,"journal":{"name":"2021 IEEE Integrated STEM Education Conference (ISEC)","volume":"36 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":"128001975","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":"Entrepreneurship Education in Engineering Using Key Performance Indicators","authors":"F. Washko, William S. Edwards, Leslie A. Washko","doi":"10.1109/ISEC52395.2021.9764013","DOIUrl":"https://doi.org/10.1109/ISEC52395.2021.9764013","url":null,"abstract":"Engineering entrepreneurship education tends to focus on management and soft skills rather than business models and measurables. A business idea itself does not ensure whether a business will survive beyond the startup stage. Ideas and management can never be separated from one another when it comes to entrepreneurship. But a critical concept are measurables and attributes common to successful business models. Key Performance Indicators (KPI’s) that are present in successful business models that entrepreneurs can leverage at the early stages to give their startups an edge. This research identifies at least seven such KPI’s, and how those KPI can be integrated into entrepreneurship education as a tool to build more successful student-led startups.","PeriodicalId":329844,"journal":{"name":"2021 IEEE Integrated STEM Education Conference (ISEC)","volume":"3 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":"132627648","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":"How Do Students Learn Best? A Case Study of EGR244: Digital Logic Design","authors":"Golnoosh Kamali","doi":"10.1109/ISEC52395.2021.9764084","DOIUrl":"https://doi.org/10.1109/ISEC52395.2021.9764084","url":null,"abstract":"As an educator, we are always asking ourselves how do students learn best? How can we keep our students engaged and help them comprehend the material? What can we do to increase student success? This preliminary study attempted to answer some of those questions. This learning outcomes assessment study tried to determine the most effective teaching method particularly for students in STEM by using data gathered from the EGR244: Digital Logic Design Class, taught in the Fall 2016 and Spring 2017 semesters at the Anne Arundel Community College in Arnold, MD. The methodology incorporated to determine the most effective teaching method was to map exam questions covering different chapters and the methods by which that information was taught with student grade outcomes. The teaching methods explored were of a PowerPoint presentation lectures, whiteboard lectures, or a combinational approach. The hypothesis was that students would learn best from a combinational teaching approach which would yield in higher individual and overall class averages. Results indicated that a combinational teaching method of PowerPoint and whiteboard lectures were most effective in students learning the material and resulted in higher grade outcomes overall. Relevance– This study investigates best practices for teaching effectiveness and increased performance outcome for undergraduate students in STEM programs","PeriodicalId":329844,"journal":{"name":"2021 IEEE Integrated STEM Education Conference (ISEC)","volume":"36 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":"130451748","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":"Instill Autonomous Driving Technology into Undergraduates via Project-Based Learning","authors":"Weitian Wang, Laura Paulino","doi":"10.1109/ISEC52395.2021.9763928","DOIUrl":"https://doi.org/10.1109/ISEC52395.2021.9763928","url":null,"abstract":"Autonomous driving is seeing fast-growing development in recent years. In order to broaden the current generation’s career pathways to this cutting-edge field, it is necessary to instill autonomous driving technology to our STEM students, who are not majoring in automotive engineering. This work-in-progress paper presents an underway new exploration to nurture undergraduate students with autonomous driving knowledge through a comprehensive hands-on program using the project-based learning pedagogy. Students in different groups will collaborate and exploit their problem-solving skills by developing a 1/10-scale autonomous vehicle on a scaleddown driving platform. The vehicle is configured with three main functions: pre-collision detection, lane tracking, and road sign recognition. Hardware and software systems of this autonomous vehicle are described in this paper. In the preliminary results, we present a developed vehicle that will be used to testify the functions of the hardware system and verify the feasibility of the proposed on-road applications. Future work of this project is also discussed.","PeriodicalId":329844,"journal":{"name":"2021 IEEE Integrated STEM Education Conference (ISEC)","volume":"42 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":"115852861","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 Floating Compass: A Demonstration of Electromagnetism and Lenz’s Law","authors":"H. Rittenhouse","doi":"10.1109/ISEC52395.2021.9764000","DOIUrl":"https://doi.org/10.1109/ISEC52395.2021.9764000","url":null,"abstract":"An electromagnet is formed when the magnetic field is produced by an electric current, usually running through a wire coil. The floating compass is an easy, visual explanation of this and Lenz’s Law, formulated by Heinrich Lenz in 1833. Lenz’s Law states that the direction of the current will always flow such that it is opposite of the change in magnetic flux, or the measurement of the total magnetic field passing through a given area. Lenz’s Law is also oftentimes incorporated with Faraday’s Law which allows the same coordinate system to be used for both the flux and the electromotive force (EMF). For this reason, it could also be used as an introduction to Faraday’s law. The Floating Compass contains a needle that has been magnetized, then poked through a straw so it floats in a tank of water. A coil of wire is partially submerged in the water so that the middle of the circle of the coil is where the water ends. This coil is then attached to a switch and D4 batteries set up in parallel, creating a circuit with a current running through the coil, forming an electromagnet. Since the needle has been magnetized, it will then either go through the loop or be repelled. By flipping the switch the other way, the current’s direction is flipped and the direction of the poles change, causing the needle to either do the opposite, demonstrating Lenz’s law. Having the magnetized needle floating on water stems from a discovery that Francois Arago made in 1822. He noticed that when the horizontal needle of a compass was suspended away from all foreign bodies, it settled at true north much faster than it did when it was not. This being true means that a needle floating in water, which is both away from foreign bodies which would affect oscillations necessary to settle and lacks surface friction and resistance, would come to rest much faster. For this reason, the needle in this experiment is floating (in water). This project is very easy to replicate-all that is needed is a needle, a bar magnet, a straw, a container filled with water, some wire, D4 batteries, alligator clips, and battery holder packs (which are affordable/often readily available). The demonstration is also easily comprehensible, makes it a great project for teachers to use in the classroom to teach the concept of electromagnetism, Lenz’s Law, and maybe even the basics of Faraday’s law. These are all important branches of physics, and this is an easy way to explain them to people of all ages. The floating compass itself does not have many modern-day applications, though it can be fun to play with as well as demonstrating a concept that is very widely used. Electromagnetism is used in many electrical appliances to produce magnetic fields, including speakers, motors, generators, hard disks, MRI machines, and many more. Electromagnetism was discovered over 200 years ago and every year, people find new genius ways to utilize it.","PeriodicalId":329844,"journal":{"name":"2021 IEEE Integrated STEM Education Conference (ISEC)","volume":"69 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":"116778544","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":"Curriculum to Broaden Participation in Cybersecurity for Middle School Teachers and Students","authors":"Laurin Buchanan, Lori L. Scarlatos, Nataliia Telendii","doi":"10.1109/ISEC52395.2021.9763930","DOIUrl":"https://doi.org/10.1109/ISEC52395.2021.9763930","url":null,"abstract":"To both broaden and increase participation in any STEM field such as cybersecurity, we need to attract more students. Research shows that to do this, students need to be engaged with cybersecurity during middle school. There is a lack of age-appropriate and classroom-ready cybersecurity curriculum, however, and many teachers feel unprepared to teach the subject. To address this gap, the CyberMiSTS project team created a summer professional development workshop for middle school teachers that integrated a recent research-based understanding of cybersecurity into a curriculum that is accessible to both middle school students and their teachers. The project sought to encourage participation of a broad and diverse set of students in the field of cybersecurity by showing them how human relations play an important role in cybersecurity. We discuss our prior related work using branching web comics to introduce middle school students to cybersecurity concepts and careers, and the state of evidence-based research into effective approaches and methods for cybersecurity education. We identify challenges to broadening the pipeline for a truly diverse cybersecurity workforce that can meet industry’s need for cybersecurity professionals with a wide range of experience and skills. The paper introduces our approach for the teacher professional development workshop, maps how we designed the project to meet our research goals, and documents initial findings regarding what is needed to increase teacher self-efficacy about cybersecurity concepts and careers in a middle school classroom.","PeriodicalId":329844,"journal":{"name":"2021 IEEE Integrated STEM Education Conference (ISEC)","volume":"87 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":"114540686","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}