2018 IEEE Frontiers in Education Conference (FIE)最新文献

{"title":"Toward a National Agenda for Broadening Participation of African Americans in Engineering & Computer Science: A Methodological Overview of Phase II","authors":"Chanee D. Hawkins Ash, Walter C. Lee, J. London, Teirra K. Holloman, Gilbert Jew, Atota B. Halkiyo, B. Watford","doi":"10.1109/FIE.2018.8659283","DOIUrl":"https://doi.org/10.1109/FIE.2018.8659283","url":null,"abstract":"This “work in progress” showcases the methodological processes underway in Phase II of a three-part study. In its entirety, the study aims to (1) critically assess and evaluate the current research-to-practice cycle as it relates to participation and success of African Americans in engineering and computer science, and (2) set a national agenda for broadening the participation of African Americans in these two fields. Phase II of this study consists of semi-structured interviews with approximately 60 subject-matter experts from the fields of K-12 education, undergraduate education, graduate education, and the engineering and computing workforce. This paper discusses the following processes: a) participant recruitment, screening, and selection, as well as, b) protocol development and piloting. Insights about our methodological approaches might be useful to others developing research designs intended to capture the perspectives of various stakeholders associated with similarly complex and multifaceted issues.","PeriodicalId":354904,"journal":{"name":"2018 IEEE Frontiers in Education Conference (FIE)","volume":"62 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126616723","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":"Why are We Here? The Educational Value Model (EVM) as a Framework to Investigate the Role of Students’ Professional Identity Development","authors":"Aletta Nylén, M. Daniels, A. Pears, Å. Cajander, R. Mcdermott, Ville Isomöttönen","doi":"10.1109/FIE.2018.8659055","DOIUrl":"https://doi.org/10.1109/FIE.2018.8659055","url":null,"abstract":"Education can be seen as a preparation for a future profession, where some educational programs very clearly prepare their students for a certain profession, e.g. plumber, nurse and architect. The possible professions for students following education programs in computing is quite varied and thus difficult to cater for, but to educate towards a professional life is still a stated goal in most higher education settings. We argue that this goal is typically not even closely reached and provide an analysis indicating factors explaining this situation. The analysis is based on the concept of professional identity.In earlier work [1] a framework with which to reason about student interactions with the regulatory structure of higher education and teachers was developed. In that paper we developed a compound model which not only relates these players to one another, but also provides approaches to reasoning about misalignments which arise when students and teachers approach their shared learning context from different perspectives. This framework is in this paper applied to address different aspects of professional identity with the intent of bringing forth deeper insights into challenges with educating towards professions. This issue is highly complex and the framework provides a structure that is beneficial for analysing different aspects in a more holistic manner.","PeriodicalId":354904,"journal":{"name":"2018 IEEE Frontiers in Education Conference (FIE)","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126809185","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":"Instructor vs Peer Writing Feedback in a Large First-Year Engineering Course","authors":"Mike Ekoniak, M. Paretti","doi":"10.1109/FIE.2018.8659050","DOIUrl":"https://doi.org/10.1109/FIE.2018.8659050","url":null,"abstract":"Over the past 40 years, developments in writing studies research have emphasized the importance of both process-orientation - incorporation of scaffolding through feedback and revision - and situativity - recognizing that knowledge is best learned within the context it is to be applied. Engineering faculty, however, often view writing in ways at odds with both of these developments: treating writing as something to be taught elsewhere or integrating writing into engineering courses without incorporating feedback or revision. This mismatch is problematic, because improving engineering students’ writing is a critical problem for engineering education. Additionally, feedback is often unfeasible within the constraints of many engineering courses-instructor time and large student-faculty ratios. One potential way to address these concerns is to use peer feedback. An open question, however, is how instructor and peer feedback practices differ and how that difference impacts students' revising process. We present results of an empirical analysis of peer vs. instructor feedback on a writing assignment in a large first-year engineering course. Findings indicate that peer feedback was at least as effective as instructor feedback in terms of quality improvement and that trained peer reviewers give feedback that is more consistent with effective practices than untrained instructors.","PeriodicalId":354904,"journal":{"name":"2018 IEEE Frontiers in Education Conference (FIE)","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121210297","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":"Doctor of Professional Studies in Computing: A Categorization of Applied Industry Research","authors":"Lisa Ellrodt, Ion Freeman, Ashley Haigler, Suzanna E. Schmeelk","doi":"10.1109/FIE.2018.8658886","DOIUrl":"https://doi.org/10.1109/FIE.2018.8658886","url":null,"abstract":"This is a full paper in the Innovate Practice category examining a Doctor of Professional Studies (D.P.S.) in Computing program at Pace University which is a specialized degree program designed for active Information Technology (IT) professionals with at least five years of full time experience in the computing field. The first question that guided our research is how is the Pace University D.P.S. program related to other doctoral computing programs in the United States and globally. The second question that guided our inquiry is dissertation topics pursued by graduates in dissertation research, specifically by IT professionals in the Pace University program. To answer this second question, we analyzed the first 114 dissertation abstracts that have been defended at Pace University in the Seidenberg School of Computer Science and Information Systems. We used machine learning and natural language processing to determine commonalities among research topics in order to gain an understanding of the topic categories and topic spread produced by the program.","PeriodicalId":354904,"journal":{"name":"2018 IEEE Frontiers in Education Conference (FIE)","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116641414","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 Structural Equation Model Analysis of Computing Identity Sub-Constructs and Student Academic Persistence","authors":"Mohsen Taheri, Monique S. Ross, Z. Hazari, M. Weiss, M. Georgiopoulos, Kenneth J. Christensen, Tiana Solis, Atalie Garcia, Deepa Chari","doi":"10.1109/FIE.2018.8658378","DOIUrl":"https://doi.org/10.1109/FIE.2018.8658378","url":null,"abstract":"This Research Full Paper presents the effects of computing identity sub-constructs on the persistence of computer science students. Computer science (CS) is one of the fastest growing disciplines in the world and an emerging critical field for all students to obtain vital skills to be successful in the 21st century. Despite the growing importance of computer science, many university and college programs suffer from low student persistence rates. Disciplinary identity is a theoretical framework that refers to how students see themselves with respect to a discipline and is related to long-term membership in a disciplinary community. The theory has been effectively applied in Science, Technology, Engineering, and Mathematics (STEM) to understand students' success and persistence. This study examines the effects of performance/competence, recognition, interest and sense of belonging on the academic persistence of computer science students. A survey of approximately 1,640 computing students as part of a National Science Foundation (NSF) funded project was developed and administered at three metropolitan public institutions. Confirmatory Factor Analysis (CFA) was performed to validate the sub-constructs of identity for use in a computing identity model. Then, a structural equation model (SEM) was constructed as a snapshot of the structural relationships for describing and quantifying the impact of the identity sub-constructs on persistence. The results indicated that our model for CS aligns with prior research on disciplinary identity but also adds the importance of sense of belonging. In addition, the findings indicate that students' academic persistence is directly influenced by their interest. A better understanding of these factors may leverage insight into students’ academic persistence in computer science/engineering programs as well as a meaningful lens of analysis for further curriculum and extracurricular activities.","PeriodicalId":354904,"journal":{"name":"2018 IEEE Frontiers in Education Conference (FIE)","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122670657","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: What Recent Artificial Intelligence Breakthroughs in the Game of GO Mean for Human Learning and Engineering Education","authors":"Yuetong Lin, Christian Janke, A. Shahhosseini","doi":"10.1109/FIE.2018.8658743","DOIUrl":"https://doi.org/10.1109/FIE.2018.8658743","url":null,"abstract":"Artificial intelligence, led by the method of deep learning, has generated enormous interest in both professional circle and general public in the last two years thanks to Deepmind’s AlphaGo’s stunning mastery of Go, the most sophisticated board game. While most interest since then has been shown in exploring the applications of AlphaGo’s algorithms in machine learning, it is the potential impact of its learning strategy on human learning that captures our attention. Can AlphaGo’s success, aside from taking advantage of superior computing power, lead to more effective learning for humans? Does AlphaGo’s learning lend support to any of the learning theories? Or does the training data reveal any notable pattern or trajectory that may suggest new perspectives on human cognition? In this work-in-progress paper, we try to make connection between human and machine learning using the technical details revealed by the Deepmind team, and examine what insights can be gained from AlphaGo’s training on human cognitive development and more specifically, engineering education.","PeriodicalId":354904,"journal":{"name":"2018 IEEE Frontiers in Education Conference (FIE)","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131212192","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":"Influence of Research Experience on Recognition and Identity Development in the Engineering Graduate Student Population","authors":"M. Bahnson, H. Perkins, M. Tsugawa, Adam Kirn, C. Cass","doi":"10.1109/FIE.2018.8658764","DOIUrl":"https://doi.org/10.1109/FIE.2018.8658764","url":null,"abstract":"This research category Work in Progress study explores the relationship between research experience and engineering identity development in the engineering graduate student population. Preliminary data from a national survey of engineering graduate students is used to explore correlations between research experience and domains of graduate student identity related to being an engineer, scientist, and researcher. Our analysis shows that the recognition subconstruct of researcher and scientist identity domains are significantly positively correlated with research experience. The recognition subconstruct of the engineer identity domain is not significantly correlated with research experience. The future analysis plans beyond correlation are discussed, and implications for the engineering education community are proposed.","PeriodicalId":354904,"journal":{"name":"2018 IEEE Frontiers in Education Conference (FIE)","volume":"54 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121236791","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":"Improving Student’s Learning and Cooperation Skills Using Coding Dojos (In the Wild!)","authors":"C. Oliveira, E. Canedo, Henrique Medrado de Faria, L. Amaral, R. Bonifácio","doi":"10.1109/FIE.2018.8659056","DOIUrl":"https://doi.org/10.1109/FIE.2018.8659056","url":null,"abstract":"Collaborative development approaches (e.g., pair programming, coding dojo, and hackathons) have gained increasing attention in recent years, mostly because they help to share knowledge during software development activities and might shorten development cycles and increase the quality of software products. Collaborative development approaches bring also the potential benefit to contribute to learning activities. For instance, novices might participate on collaborative development sessions in order to learn new development practices, tools, and techniques used in a software development project. Besides these potential benefits, little is known about the perception of students engaged in collaborative development efforts. Therefore, in this paper we investigate whether or not the engagement of students in collaborative development efforts contributes to the learning process of software development practices and techniques, as well as the perceived benefits and challenges related to collaborative software development activities. To this end, we first performed several of coding dojo sessions during a period of 18 months. These development sessions have been conducted within the context of a real software modernization effort, which aims to modernize two enterprise systems of the Brazilian Army. After that, we carried out a qualitative study where the participants (students, software developers, and software architects) answered a survey, in order to understand the learning benefits of using coding dojo in software development activities. The results so far are encouraging. Coding Dojos allowed professors and software architects to seamless share their experience in software development with the students. According to the answers, the methodology created a better environment for the team, allowing better discussions and ideas to be shared and implemented. This has helped the team members to solve problems easier than by themselves, bringing additional benefits, such as steep the learning curve in programming languages, usage of development tools, understanding the requirements, and code refactoring.","PeriodicalId":354904,"journal":{"name":"2018 IEEE Frontiers in Education Conference (FIE)","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132689822","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":"Accessibility in mobile applications for elderly users: a systematic mapping","authors":"C. D. D. Oliveira, Maria Lydia Fioravanti, Renata Pontin de Mattos Fortes, E. Barbosa","doi":"10.1109/FIE.2018.8659017","DOIUrl":"https://doi.org/10.1109/FIE.2018.8659017","url":null,"abstract":"This Research Full Paper presents a systematic mapping that aims to characterize the current scenario of mobile application development considering accessibility issues for elderly people. Currently, the use of mobile devices has been growing exponentially, giving way to new ways of relating, working, performing daily tasks and learning. In this context, mobile learning has emerged seeking to democratize access to knowledge for different audiences. To achieve this democratization, it is necessary to develop mobile learning applications considering accessibility issues, in order to reduce barriers that might exist. Due to the increase of the life expectancy, such applications must also be accessible for elderly users. In this context, we conducted a systematic mapping that aims to characterize the current scenario of mobile application development considering accessibility issues for older people. The idea is that the results help us to establish a set of accessibility guidelines to assist in the process of developing and evaluating mobile learning applications for senior users. To achieve the main objective, 32 studies were considered to extract the data. The results obtained are relevant to highlight the current panorama of the area, as well as to present discussions about the need for studies related to the development of accessible mobile applications.","PeriodicalId":354904,"journal":{"name":"2018 IEEE Frontiers in Education Conference (FIE)","volume":"106 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131838073","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":"Innovative Approach to Online Argumentation and Models for Structuring the Arguments","authors":"N. Soundarajan, Swaroop Joshi","doi":"10.1109/FIE.2018.8658585","DOIUrl":"https://doi.org/10.1109/FIE.2018.8658585","url":null,"abstract":"Researchers have stressed the importance of argumentation among small groups of students in STEM courses to help them develop deep understanding. But it is not widely used in college courses due to such challenges as finding time in already packed courses, effective organization of argumentation in large classrooms, etc. This paper presents a novel online approach to enable argumentation to be adopted widely.One interesting question we investigated in a junior-level computing course concerned the structure of such arguments. Common experience with online forums in courses suggests that a handful of students dominate them while others hardly participate. So we expected that round-based discussions where each student in the group made one submission in each round, the submission not being available to the others until the start of the next round, would be more effective than forum-based discussions where students made as many submissions as they wished and whenever they wished to, and saw each submission as soon as it was made. But to our surprise, the results showed that both were equally effective! We present the details of our approach, the unexpected results from our course, some hypotheses that may explain the results, and future plans to investigate this further.","PeriodicalId":354904,"journal":{"name":"2018 IEEE Frontiers in Education Conference (FIE)","volume":"99 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131850673","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}