2008 38th Annual Frontiers in Education Conference最新文献

{"title":"High school teacher change, strategies, and actions in a professional development project connecting mathematics, science, and engineering","authors":"S. Krause, R. Culbertson, M. Oehrtman, M. Carlson","doi":"10.1109/FIE.2008.4720427","DOIUrl":"https://doi.org/10.1109/FIE.2008.4720427","url":null,"abstract":"Project Pathways, an NSF Math Science Partnership professional development project, uses four semester-long courses and professional learning communities (PLCs) with the goal of enhancing teacher knowledge, skills and practice. The unifying concept of function is applied to promote conceptual competence in core content subjects and key problem solving processes. Modules integrating math, science, and engineering are delivered in team-based studio labs complemented by associated PLCs. The research question here is, ldquoWhat is the effect of a function-driven joint high school math/science teacher based professional development project on teacher change, strategies, and actions?rdquo The relevance is that it addresses issues about student math and science achievement and the STEM pipeline. Teacher change was evaluated using qualitative analysis of post-class question responses for five factors: creating a math/science teacher culture of collaboration; deepening content understanding by use of function; integrating math, science and engineering; developing inquiry strategies and materials and; promoting metacognition on student thinking for effective learning. For 27 responses, 24 showed positive change shown by shifts for one or more of five factors. Overall, the project created function-infused courses linked with multifaceted, synergistic PLCs that facilitated teacher change, strategies, and actions for improved practice.","PeriodicalId":342595,"journal":{"name":"2008 38th Annual Frontiers in Education Conference","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128288571","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":"Spanning the gap between software engineering instructor and student","authors":"A. Budd, H. Ellis","doi":"10.1109/FIE.2008.4720516","DOIUrl":"https://doi.org/10.1109/FIE.2008.4720516","url":null,"abstract":"Many computing degrees have a project-based software engineering course where teams of students complete a project under the guidance of the instructor and possibly one or more teaching assistants (TAs). However many instructors are unsure as to how well course objectives for these project-based courses are being met and more importantly, how best to structure the experience to optimize student learning. This paper presents the contrasting views of the instructor and a TA on the learning that occurred in an undergraduate software engineering project course. The undergraduate TA for the course is uniquely qualified to support the course, having had several years of real-world software development experience. This experience allows him to straddle the gap between the typical undergraduate student perspective and the requirements of real-world software development.","PeriodicalId":342595,"journal":{"name":"2008 38th Annual Frontiers in Education Conference","volume":"59 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128365343","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 coordination protocol for higher education degrees","authors":"A. Terrasa, E. Vendrell, E. Sanchis","doi":"10.1109/FIE.2008.4720473","DOIUrl":"https://doi.org/10.1109/FIE.2008.4720473","url":null,"abstract":"When a higher education institution creates a new curriculum for a given degree, the design process itself ensures a correct balance and coordination among the subjects in the degree, not only about the contents and learning outcomes of each subject, but also in the learning weight of all the subjects in each semester. However, it is common that, as time goes on, the degree evolves. This evolution may be produced, for example, in order to cope with scientific or technological advances, or simply because teachers may favor the contents, methodologies, assessment techniques, etc., which they know best. The problem is that this evolution is normally carried out in the context of each individual subject, which progressively makes the entire curriculum to lose its initial balance. This paper introduces a coordination protocol designed to regain the balance among the subjects in a degree, while this degree is being taught.","PeriodicalId":342595,"journal":{"name":"2008 38th Annual Frontiers in Education Conference","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130305294","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":"Lessons learned from the application of online homework generation modules in a signals and systems course","authors":"Steve Warren, B.E.N. Tare, Andrew Bennett","doi":"10.1109/FIE.2008.4720500","DOIUrl":"https://doi.org/10.1109/FIE.2008.4720500","url":null,"abstract":"Online engineering education tools present students with flexible access to local/distance learning resources and offer an opportunity to maintain student engagement via the use of dynamic interfaces. This paper addresses lessons learned from the creation and use of online homework generation modules in an electrical engineering signals and systems course. The nine modules address complex number calculations, complex conversions, signal graphing, zero input response, unit impulse response, Fourier series, and fast Fourier transforms. The primary goal was to create an innovative and engaging set of online learning experiences that would allow faculty to assess the transfer of mathematical knowledge from calculus and differential equations courses to subsequent electrical engineering courses. These modules offer student specific problem generation and automatic grading, where the latter accelerates the feedback cycle and provides tool scalability to large numbers of students. The tools are easily upgradable and offer the opportunity to track, through a database, elements of the student learning process that often go unrecorded but yield a rich data set for correlating performance on related subjects in current, previous, or subsequent semesters. The modules have been employed nine semesters to date, and student survey data from these experiences supplement data stored in the database files and data recorded from written examinations. Student reactions to these tools have been generally positive, where the ease of answer entry plays a large role in the experience. Quantitative correlations between module scores, grades on written examinations, and performance in previous mathematics courses have demonstrated variable clarity, but qualitative assessments of the technology-facilitated environment point to a clear increase in student learning and engagement. Instructor benefits are apparent with regard to grading time saved, grading consistency, confidence in student accountability for work submitted, and information regarding when/where students work that is difficult to obtain any other way.","PeriodicalId":342595,"journal":{"name":"2008 38th Annual Frontiers in Education Conference","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130511543","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":"Teaching abstraction to novices: Pattern-based and ADT-based problem-solving processes","authors":"B. Haberman, O. Muller","doi":"10.1109/FIE.2008.4720415","DOIUrl":"https://doi.org/10.1109/FIE.2008.4720415","url":null,"abstract":"Abstraction is taught to computer-science students as part of a comprehensive curriculum. The students encounter the concept of abstraction in various contexts while learning the different modules, each of which emphasizes some specific aspects of the concept. In this paper we present two instructional approaches, both related to utilizing abstraction in problem-solving processes: (1) pattern-oriented instruction (POI), and (2) abstract data type (ADT)-oriented instruction. We present these methods with respect to their employment in teaching problem solving to novices, and elaborate on abstraction processes.","PeriodicalId":342595,"journal":{"name":"2008 38th Annual Frontiers in Education Conference","volume":"112 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126709320","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":"Work in progress - programming misunderstandings discovering process based on intelligent data mining tools","authors":"P. Britos, Elizabeth Jiménez Rey, Darío Rodríguez, Ramón García-Martínez","doi":"10.1109/FIE.2008.4720499","DOIUrl":"https://doi.org/10.1109/FIE.2008.4720499","url":null,"abstract":"We present research work in progress that focuses on data mining tools used for helping teachers to apply a three step knowledge discovering process to diagnose studentspsila misunderstandings (and their causes) related to their programming errors.","PeriodicalId":342595,"journal":{"name":"2008 38th Annual Frontiers in Education Conference","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126990225","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":"Panel session - reflections on international accreditation","authors":"J. Impagliazzo, E. Jones, T. Bickart, J. Cain, S. Conry, M. Hasna","doi":"10.1109/FIE.2008.4720355","DOIUrl":"https://doi.org/10.1109/FIE.2008.4720355","url":null,"abstract":"Program accreditation in computing, engineering, and technology has many international dimensions. Governments around the world have established agencies or commissions to monitor accreditation activities and professional societies and agencies have undertaken the task over many years. In the 2007–2008 academic year, ABET has stayed its “substantial equivalence” designation and has now engaged in formal accreditation activities beyond the United States. This panel seeks to explore and to present first-hand information regarding the issues and complexities surrounding international accreditation activities and report on their experiences in doing ABET international accreditation. Several panel members, many of whom serve on ABET committees that address these matters and have conducted international accreditation visits, will comment on their experiences, within confidentiality limits. The presentation will focus on the philosophical as well as the practical aspects of accreditation activities outside the United States.","PeriodicalId":342595,"journal":{"name":"2008 38th Annual Frontiers in Education Conference","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130663455","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":"Outcomes-based assessment in engineering education: A critique of its foundations and practice","authors":"D. Woolston","doi":"10.1109/FIE.2008.4720266","DOIUrl":"https://doi.org/10.1109/FIE.2008.4720266","url":null,"abstract":"In the ten or so years since ABET EC2000 and the ldquonewrdquo way of thinking about accreditation were announced, engineering educators internationally have labored dutifully with the difficult, time-consuming and perplexing demands of outcome-based assessment. Without question, ABET EC2000 has captured the attention of engineering administrators and faculty, but it has also dramatically increased the effort required to sustain accreditation in engineering. This essay critically examines key assumptions behind the outcomes-based assessment (OBA) philosophy on which ABET EC2000 is based, and proposes that perhaps as much as engineering education practices, assessment practices should be the subject of assessment and evaluation.","PeriodicalId":342595,"journal":{"name":"2008 38th Annual Frontiers in Education Conference","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123826932","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 component-based visual simulator for MIPS32 processors","authors":"H. Sarjoughian, Yu Chen, K. Burger","doi":"10.1109/FIE.2008.4720408","DOIUrl":"https://doi.org/10.1109/FIE.2008.4720408","url":null,"abstract":"Processor implementation and performance analysis are fundamental in computer architecture education. A processor can be described at different abstraction levels: a black box with inputs and outputs, the composition of RT (Register-Transfer) level components, the composition of gate level components, etc. Performance of a processor is impacted by factors such as clock cycle, programs, and componentspsila propagation delays. With the traditional text-based educational material, teaching and learning of the processor implementation is difficult. Processor simulation offers an effective way for education through dynamic visualization and flexible experimentation. This paper presents a MIPS32 Processor Simulator that models the single-cycle, multi-cycle, and pipeline processors described in the classic textbook, ldquoComputer Organization and Design: The Hardware/Software Interfacerdquo written by Patterson and Hennessy. The Simulator is developed in DEVSJAVA simulator, a realization of the Discrete Event System Specification with support for modeling parallel, hierarchical, and component-based systems. This simulator provides animation at RT-level during instruction execution, collects performance data (including cycle count, execution time, and instruction count), allows viewing components at desired abstraction levels, and is platform independent. The simulator can also be easily extended/reused to develop other processor types. Existing MIPS processor simulators do not provide sufficient support for the above mentioned features.","PeriodicalId":342595,"journal":{"name":"2008 38th Annual Frontiers in Education Conference","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123906074","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":"Developing team skills using a program-embedded team assessment process","authors":"L. Akins, D.C. Barbuto","doi":"10.1109/FIE.2008.4720382","DOIUrl":"https://doi.org/10.1109/FIE.2008.4720382","url":null,"abstract":"Although industry and academia alike place high value on teamwork, how do we actually develop and assess those skills in our students and ourselves? How do we evaluate whether our efforts have had a measurable impact on the students so that we can adjust our approach for maximum benefit? In October 2004, the authors presented initial work on a program-embedded process designed to help students (1) learn critical teambuilding skills, (2) identify their strengths and weaknesses when working in teams, and (3) improve their team skills. The process involves data collection, exit interviews, and student feedback in five program-specific courses taken over three semesters and with two different faculty. Data has been collected on 100 students to provide evidence of student development in the three areas indicated. Although data analysis did not always indicate student development, the exit interviews conducted at the end of the three semester sequence of courses consistently revealed improved skill. This paper summarizes the program-embedded process and provides results based on data collected from Spring 2003 through Spring 2007.","PeriodicalId":342595,"journal":{"name":"2008 38th Annual Frontiers in Education Conference","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123356181","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}