34th Annual Frontiers in Education, 2004. FIE 2004.最新文献_第8页

Work in progress-adaptation of a computer networks curriculum for nontechnical audience 工作正在进行中——为非技术读者改编计算机网络课程

34th Annual Frontiers in Education, 2004. FIE 2004. Pub Date : 2004-10-20 DOI: 10.1109/FIE.2004.1408652

Jay Pfaffman, I. Elhanany

{"title":"Work in progress-adaptation of a computer networks curriculum for nontechnical audience","authors":"Jay Pfaffman, I. Elhanany","doi":"10.1109/FIE.2004.1408652","DOIUrl":"https://doi.org/10.1109/FIE.2004.1408652","url":null,"abstract":"A variety of computer networks related courses are being offered as part of mainstream curricula at the undergraduate as well as graduate level in many engineering and computer science programs. The pervasiveness of computer networks in all aspects of industry and education make a basic understanding of networking as important to nonscience majors as other scientific disciplines such as physics and chemistry. Understanding how the Internet works is a fundamental part of modern engineering education, but there are few opportunities for those in nontechnical fields to learn about networking. As networking becomes increasingly important to business and K-12 education, those without engineering background will become more likely to be in positions that require them to make decisions about how networks will be deployed and used. This paper describes first steps in adapting a standard computer networking curriculum, as required by most science and engineering programs, to the needs of those outside of engineering disciplines. The paper is divided into two sections; the first addresses the parts of the curriculum that we are initially concerned with implementing. The second section discusses educational techniques that we are using to help students learn these unfamiliar concepts in ways that should enable them to use the knowledge when appropriate.","PeriodicalId":339926,"journal":{"name":"34th Annual Frontiers in Education, 2004. FIE 2004.","volume":"42 1-2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2004-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120892617","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

Teaming assessment: is there a connection between process and product? 团队评估:过程和产品之间是否存在联系?

34th Annual Frontiers in Education, 2004. FIE 2004. Pub Date : 2004-10-20 DOI: 10.1109/FIE.2004.1408762

R. Upchurch, J. Sims-Knight

引用次数: 3

Work in progress - using the Kolbe conative index for improving retention of computer science students 工作正在进行中-使用科尔贝创造性指数来提高计算机科学专业学生的保留率

34th Annual Frontiers in Education, 2004. FIE 2004. Pub Date : 2004-10-20 DOI: 10.1109/FIE.2004.1408788

R. Lingard, E. Berry, B. Timmerman

引用次数: 0

Work in progress - the study of Web-based adaptive feedback based on the analysis of individual differences 正在进行的工作——基于个体差异分析的基于网络的自适应反馈研究

34th Annual Frontiers in Education, 2004. FIE 2004. Pub Date : 2004-10-20 DOI: 10.1109/FIE.2004.1408491

Hyunjong Choe, Youngkwon Bae, Taeyoung Kim, Taewuk Lee

引用次数: 4

Incorporating team software development and quality assurance in software engineering education 在软件工程教育中加入团队软件开发和质量保证

34th Annual Frontiers in Education, 2004. FIE 2004. Pub Date : 2004-10-20 DOI: 10.1109/FIE.2004.1408560

P. Doerschuk

引用次数: 5

Work in progress - enhancing CSO courses using history 正在进行的工作-利用历史加强公民社会组织课程

34th Annual Frontiers in Education, 2004. FIE 2004. Pub Date : 2004-10-20 DOI: 10.1109/FIE.2004.1408792

J. Impagliazzo, J.A.N. Lee

引用次数: 0

Differences among experts, novices and trainees writing a report 专家、新手和学员写报告的差异

34th Annual Frontiers in Education, 2004. FIE 2004. Pub Date : 2004-10-20 DOI: 10.1109/FIE.2004.1408472

O. Clúa, M. Feldgen

引用次数: 4

Work in progress-work sampling of behavioral observations for process-oriented outcomes 正在进行的工作-对面向过程的结果进行行为观察的工作抽样

34th Annual Frontiers in Education, 2004. FIE 2004. Pub Date : 2004-10-20 DOI: 10.1109/FIE.2004.1408643

M. Besterfield-Sacre, E. Newcome, M. Tokorcheck, L. Shuman, H. Wolfe

{"title":"Work in progress-work sampling of behavioral observations for process-oriented outcomes","authors":"M. Besterfield-Sacre, E. Newcome, M. Tokorcheck, L. Shuman, H. Wolfe","doi":"10.1109/FIE.2004.1408643","DOIUrl":"https://doi.org/10.1109/FIE.2004.1408643","url":null,"abstract":"Recent accreditation practices are migrating towards direct measures of student achievement of the eleven enunciated engineering outcomes. Though common examinations are capable of measuring certain outcomes, they are not fully capable of assessing many of the more process-oriented outcomes such as teamwork, problem solving, design, etc. Rich, in-depth assessment methods such as behavioral observation are desirable because they enable us to investigate student-learning outcomes and thus evaluate the students' ability to function in the higher level learning domains. Our best current method for doing this (100% observation) requires considerable time and resources. Industry has learned that activities can be assessed using statistical methods that \"sample\" the observable environment. Work sampling and related methods use probability theory to reduce the amount of time necessary to observe events or activities that do not occur in a systematic manner without loss of information. We are bridging this gap between educational assessment and industry practices by extending these methods to the observation of intervals that capture the cognitive, behavioral and affective domains of student learning outcomes. This paper describes the research involved in developing sampling intervals and provides preliminary results for one process-oriented outcome that of teamwork.","PeriodicalId":339926,"journal":{"name":"34th Annual Frontiers in Education, 2004. FIE 2004.","volume":"87 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2004-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128585639","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: 1

Open forum: issues in engineering, technology, and computing education 开放论坛:工程、技术和计算机教育中的问题

34th Annual Frontiers in Education, 2004. FIE 2004. Pub Date : 2004-10-20 DOI: 10.1109/FIE.2004.1408751

Joseph L. A. Hughes, W. E. Sayle

引用次数: 0

A model for teaching multidisciplinary capstone design in mechanical engineering 机械工程多学科顶点设计教学模式

34th Annual Frontiers in Education, 2004. FIE 2004. Pub Date : 2004-10-20 DOI: 10.1109/FIE.2004.1408741

L. Thigpen, E. Glakpe, G. Gomes, T. McCloud

{"title":"A model for teaching multidisciplinary capstone design in mechanical engineering","authors":"L. Thigpen, E. Glakpe, G. Gomes, T. McCloud","doi":"10.1109/FIE.2004.1408741","DOIUrl":"https://doi.org/10.1109/FIE.2004.1408741","url":null,"abstract":"This paper describes a model for a multidisciplinary approach to teaching capstone design in mechanical engineering. The multidisciplinary approach described in this paper includes the involvement of four departments that have not traditionally collaborated effectively in providing capstone design experiences for students. Students in the mechanical engineering department work in teams with students from the departments of electrical engineering, marketing in the school of Business, and art in the Division of Fine Arts of the College of Arts and Sciences to complete an industry sponsored capstone design project The level of involvement of the industrial partner and the process of defining meaningful design projects that meet the goals of the mechanical engineering curriculum are described. Examples of student team solutions to design problems from the automotive industry are presented to demonstrate the multidisciplinary nature of the design projects in meeting the goals and objectives of the mechanical engineering program. The roles played by faculty from the four collaborating departments, the grading process, resource requirements, and the summative evaluation process of the educational experience are described. Finally, the paper concludes with a discussion of challenges involved in carrying out capstone design projects with multidisciplinary teams and suggestions for overcoming such obstacles.","PeriodicalId":339926,"journal":{"name":"34th Annual Frontiers in Education, 2004. FIE 2004.","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2004-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129422043","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: 19