34th Annual Frontiers in Education, 2004. FIE 2004.最新文献_第6页

Student-directed learning in a graduate software engineering course 研究生软件工程课程中以学生为导向的学习

34th Annual Frontiers in Education, 2004. FIE 2004. Pub Date : 2004-10-23 DOI: 10.1109/FIE.2004.1408594

H. Ellis

引用次数: 5

A framework for posing open-ended engineering problems: model-eliciting activities 提出开放式工程问题的框架:模型引出活动

34th Annual Frontiers in Education, 2004. FIE 2004. Pub Date : 2004-10-23 DOI: 10.1109/FIE.2004.1408556

H. Diefes‐Dux, T. Moore, J. Zawojewski, P. Imbrie, D. Follman

引用次数: 149

On-line laboratories for undergraduate distance engineering students 远程工程本科学生在线实验室

34th Annual Frontiers in Education, 2004. FIE 2004. Pub Date : 2004-10-23 DOI: 10.1109/FIE.2004.1408519

J. Watson, G. Bibel, K. Ebeling, J. Erjavec, H. Salehfar, M. Zahui

引用次数: 21

Work in progress - a distance laboratory system using agilent test equipment 正在进行的工作-使用安捷伦测试设备的远程实验室系统

34th Annual Frontiers in Education, 2004. FIE 2004. Pub Date : 2004-10-23 DOI: 10.1109/FIE.2004.1408523

T. Eppes, P. Schuyler

引用次数: 6

Work in progress-the triangulated learning model for engineering education 工程教育的三角学习模式正在进行中

34th Annual Frontiers in Education, 2004. FIE 2004. Pub Date : 2004-10-23 DOI: 10.1109/FIE.2004.1408596

P. Cantrell, N. Velasquez-Bryant, G. Pekcan, A. Itani

引用次数: 0

Work in progress - MythSim: the mythical simulator for real students 正在进行的工作- MythSim:真实学生的神话模拟器

34th Annual Frontiers in Education, 2004. FIE 2004. Pub Date : 2004-10-23 DOI: 10.1109/FIE.2004.1408614

Jason Vroustouris, Mitchell D. Theys

引用次数: 4

Grade-point average, changes of major, and majors selected by students leaving engineering 平均成绩，专业的变化，以及离开工程专业的学生选择的专业

34th Annual Frontiers in Education, 2004. FIE 2004. Pub Date : 2004-10-23 DOI: 10.1109/FIE.2004.1408475

M. Ohland, Guili Zhang, B. Thorndyke, T. J. Anderson

引用次数: 36

ArtVentures in engineering at Arizona State University 亚利桑那州立大学工程专业的艺术投资公司

34th Annual Frontiers in Education, 2004. FIE 2004. Pub Date : 2004-10-23 DOI: 10.1109/FIE.2004.1408597

S. Fletcher, M. Ohm

{"title":"ArtVentures in engineering at Arizona State University","authors":"S. Fletcher, M. Ohm","doi":"10.1109/FIE.2004.1408597","DOIUrl":"https://doi.org/10.1109/FIE.2004.1408597","url":null,"abstract":"ArtVentures in engineering (AVIE) is a series of community workshops and educational K-12 outreach projects designed to examine and explore the interdependence of science and the arts. This project was conceived from a unique partnership formed between the Katherine K. Herberger College of Fine Arts and the Women in Applied Science and Engineering (WISE) program at Arizona State University. The primary goal of this collaboration is to educate and bring community awareness to a diverse population through the exploration of interdisciplinary principles and to value the contributions of artists to science and scientists to the arts. To date, four workshops have been completed and a fifth workshop is scheduled for Spring, 2005. Preliminary workshops described will serve as a basis for statewide and national models to train teachers and educators in bringing multidisciplinary learning and integrated teaching into the classroom. Results of each workshop were examined on an immediate basis however, future research will include both short-term and long-term assessment components to examine program effectiveness. An overview of workshops will be presented as well as future program expansion including preliminary discussions of teacher education and teacher training.","PeriodicalId":339926,"journal":{"name":"34th Annual Frontiers in Education, 2004. FIE 2004.","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2004-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129874363","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Educational design, evaluation, & development of platforms for learning 学习平台的教育设计、评估与开发

34th Annual Frontiers in Education, 2004. FIE 2004. Pub Date : 2004-10-23 DOI: 10.1109/FIE.2004.1408531

T. Thompson, D. Heer, Shane Brown, R. Traylor, Terri S. Fiez

{"title":"Educational design, evaluation, & development of platforms for learning","authors":"T. Thompson, D. Heer, Shane Brown, R. Traylor, Terri S. Fiez","doi":"10.1109/FIE.2004.1408531","DOIUrl":"https://doi.org/10.1109/FIE.2004.1408531","url":null,"abstract":"Systemic reform in undergraduate engineering education is critical to improving student ability and understanding. Electrical engineering and computer science at Oregon State University has worked in collaboration with university science and math education researchers to implement large-scale curriculum reform based on a platform for learning/spl trade/. To successfully approach such a large systemic problem and introduce major education reform, an approach called design research has been used. Design research involves a team of education designers that manage a series of iterative cycles of design, implementation, and evaluation. Each cycle provides the empirical evidence needed to improve instruction, and refine the education theory related to platforms for learning. The design research process has brought a much richer and expansive understanding of the platforms for learning concept and engineering education in general. In part concepts like cross-cutting competencies (which include enhancing community building, student innovation and design skills, depth, breadth and professionalism), educational hardware design, and horizontal and vertical inter-class connections have been better understood through the research. This paper summarizes the design research process as it is used at OSU to reform engineering education. Findings specific to a platform for learning and generally applicable to engineering education are discussed. Finally, implementation changes that resulted from the design research process are presented.","PeriodicalId":339926,"journal":{"name":"34th Annual Frontiers in Education, 2004. FIE 2004.","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2004-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130120026","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 13

Work in progress-blown away on the very first day-measuring outcomes for statics & mechanics of materials 正在进行的工作-在第一天就被震撼了-测量材料的静力学和力学结果

34th Annual Frontiers in Education, 2004. FIE 2004. Pub Date : 2004-10-23 DOI: 10.1109/FIE.2004.1408577

D. Oppliger, J. Hertel

引用次数: 0