2018 IEEE Frontiers in Education Conference (FIE)最新文献_第8页

A contextualized, experiential learning approach to quantitative engineering analysis 定量工程分析的情境化、体验式学习方法

2018 IEEE Frontiers in Education Conference (FIE) Pub Date : 2018-10-01 DOI: 10.1109/FIE.2018.8658526

S. Govindasamy, R. Christianson, J. Geddes, Christopher Lee, Samantha W. Michalka, P. Ruvolo, M. Somerville, A. Strong

{"title":"A contextualized, experiential learning approach to quantitative engineering analysis","authors":"S. Govindasamy, R. Christianson, J. Geddes, Christopher Lee, Samantha W. Michalka, P. Ruvolo, M. Somerville, A. Strong","doi":"10.1109/FIE.2018.8658526","DOIUrl":"https://doi.org/10.1109/FIE.2018.8658526","url":null,"abstract":"This work-in-progress, innovative-practice paper describes the creation and first two iterations of an experimental course which aims to develop a process-focused approach to integrated quantitative engineering analysis in early stage engineering students. The goal of this two-semester course is to improve the confidence and competence of our students in choosing and applying the tools of quantitative analysis to solve practical problems throughout their time in college and beyond, including in other course projects, senior capstone experiences, internships and in their careers. The course is led by an interdisciplinary team of faculty, in a project-based format, including in the presentation of fundamental concepts in mathematics. The course is run studio style, with emphasis placed on the process of engineering, improving students’ self-directed learning skills, and encouraging peer and near-peer learning. Overall, we observed a high level of engagement in the course, with student-chosen final projects that involved significant analysis and self-directed learning of new tools and approaches.","PeriodicalId":354904,"journal":{"name":"2018 IEEE Frontiers in Education Conference (FIE)","volume":"2003 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":"125828693","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: 4

jCAB: Making Java Class Design Easier for Novice Programmers jCAB:让新手程序员更容易地设计Java类

2018 IEEE Frontiers in Education Conference (FIE) Pub Date : 2018-10-01 DOI: 10.1109/FIE.2018.8658507

Qian Liu

{"title":"jCAB: Making Java Class Design Easier for Novice Programmers","authors":"Qian Liu","doi":"10.1109/FIE.2018.8658507","DOIUrl":"https://doi.org/10.1109/FIE.2018.8658507","url":null,"abstract":"This Research Full Paper introduces a tool called Java Class Auto Builder (jCAB) that helps students to design Java custom classes, helps them to understand the core concepts in the class design, and helps them to develop Object-Oriented (OO) ideas efficiently. When OO programming is introduced to students, its fundamental concepts are difficult for them to learn at first, and also impact them when they start to design their custom class templates. The existing UML (Unified Modeling Language) based tools could be served for educational purpose, but they are not suitable for novice Java students or programmers. Those tools generate class template code automatically from UML diagrams which must represent the class structures and functionalities clearly. That requires users to have a comprehensive view on the class structures. However, when they are first exposed to custom class design, novice programmers usually do not know what are necessary in the design and/or the relationships among classes if there are any. Therefore, it would be hard for them to develop UML diagrams which could represent class templates clearly. A tool that could help students in this stage is necessary. The jCAB tool introduced in this paper is designed for Java CS1 course, and is a good start for novice programmers to learn how to implement custom classes. The tool divides the custom class design procedure into several steps in order to show students what are necessary in the class design clearly and how to do them in detail. Its GUI (Graphic User Interface) interacts with students, directs them step by step, and generates code in each step automatically, so that students will be aware of the class structure, the design procedures, and how each piece of code is related with OO concept, and they will have better grasp on the OO fundamentals and the custom class design procedures.","PeriodicalId":354904,"journal":{"name":"2018 IEEE Frontiers in Education Conference (FIE)","volume":"7 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":"125868506","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

Developing a framework for collaborative educational change: A study of people, processes, and cultures 开发协作教育变革的框架:对人、过程和文化的研究

2018 IEEE Frontiers in Education Conference (FIE) Pub Date : 2018-10-01 DOI: 10.1109/FIE.2018.8659099

Tess F. Edmonds, J. Stolk

引用次数: 0

A Comparison of Flipped Programming Classroom Models – Results by Gender and Major 翻转编程课堂模式之比较——性别与专业之比较

2018 IEEE Frontiers in Education Conference (FIE) Pub Date : 2018-10-01 DOI: 10.1109/FIE.2018.8658809

Benjamin Tyler, A. Yessenbayeva

{"title":"A Comparison of Flipped Programming Classroom Models – Results by Gender and Major","authors":"Benjamin Tyler, A. Yessenbayeva","doi":"10.1109/FIE.2018.8658809","DOIUrl":"https://doi.org/10.1109/FIE.2018.8658809","url":null,"abstract":"This Innovative Practice Work in Progress Paper presents our findings when analyzing the results from flipping introductory programming courses over the course of several years, and comparing the performance of students of different genders and majors. As part of this study, we investigate the impact of making modifications to these courses over time, including changing the nature of lab assessments and in-class contact time with the students. Our main motivations of this study were to determine (a) which modes of instruction resulted in better student performance overall, (b) which changes in the courses may have impacted males and females differently, and (c) if changes in the courses impacted students of different majors differently. In our study, we did not find any significant differences in student performance between pre-flipped and flipped modes. Furthermore, we found that performance trends were mostly consistent between females and males for any given major. However, we did find that males generally did better overall in the programming fundamentals course, though there is a moderate positive correlation between the percentage of females in that course with their performance. Neither gender did consistently better than the other in the follow-on data structures course, however.","PeriodicalId":354904,"journal":{"name":"2018 IEEE Frontiers in Education Conference (FIE)","volume":"1 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":"128567987","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: 6

Using Multiple Active Teaching-Learning Approaches in Software Project Management: A longitudinal analysis of students’ motivation and learning 在软件项目管理中运用多种主动教学方法:学生动机与学习的纵向分析

2018 IEEE Frontiers in Education Conference (FIE) Pub Date : 2018-10-01 DOI: 10.1109/FIE.2018.8658504

P. Schoeffel, R. Wazlawick, V. Ramos

{"title":"Using Multiple Active Teaching-Learning Approaches in Software Project Management: A longitudinal analysis of students’ motivation and learning","authors":"P. Schoeffel, R. Wazlawick, V. Ramos","doi":"10.1109/FIE.2018.8658504","DOIUrl":"https://doi.org/10.1109/FIE.2018.8658504","url":null,"abstract":"This article describes the instructional design and evaluation of a course about project management in a software engineering post-graduation program using different teaching approaches and with a focus on active learning. We use four different approaches: digital educational game, non-digital educational game, hands-on activity, and experiential activity. Each one of the activities is evaluated for the aspects of motivation, user experience, and learning, following the MEEGA evaluation model and Cidral’s experiential activity model. To verify the perceptions of students over time, we also assess graduated students that have concluded this course after two to four years, considering the aspects of motivation and learning. Results indicate a high level of approval for dynamic activities, regarding both motivation and learning. Activities with greater impact on motivation and learning are dynamics and educational games, group practical activities, and group theoretical activities. Among the factors that most influence students’ motivation, we highlight: active learning, teacher knowledge, the taste of the area, and teaching methods. We realized that there was no significant variation in the perception of the activities by students over time.","PeriodicalId":354904,"journal":{"name":"2018 IEEE Frontiers in Education Conference (FIE)","volume":"18 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":"127041945","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: 2

Achieving Effective Communication between Diverse Disciplines in Small Teams 在小型团队中实现不同学科之间的有效沟通

2018 IEEE Frontiers in Education Conference (FIE) Pub Date : 2018-10-01 DOI: 10.1109/FIE.2018.8659206

R. Pastel, Wei Zhang

{"title":"Achieving Effective Communication between Diverse Disciplines in Small Teams","authors":"R. Pastel, Wei Zhang","doi":"10.1109/FIE.2018.8659206","DOIUrl":"https://doi.org/10.1109/FIE.2018.8659206","url":null,"abstract":"This ”Full Paper” in the ”Innovative Practice Category” describes a 3 year study of communication and collaboration within small teams composed of CS and Communication students developing citizen science applications for sponsoring scientists. To evaluate the communication within the teams, an end of the semester survey asked students to rate the quality of their communication within their own discipline and with the other discipline. Our goal is that students should rate the quality of communication equally. Our method for improving the collaboration uses a variety of ethnographic techniques to discover the likely influences and barriers to team collaboration and communication. We then modify the collaboration of the classes to mollify the barriers. After three years of collaboration, we learned that classes meeting at the same time in adjacent classrooms, so as to create time and place for teams to meet, were not sufficient to improve communication. For the collaboration within the team and the communication quality to reach parity between the disciplines, the instructors need to clearly demonstrate shared goals for the courses and create a common language by giving multiple joint lectures.","PeriodicalId":354904,"journal":{"name":"2018 IEEE Frontiers in Education Conference (FIE)","volume":"105 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":"127158295","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

Partnerships to Create Synergistic STEM Communities 创建协同STEM社区的伙伴关系

2018 IEEE Frontiers in Education Conference (FIE) Pub Date : 2018-10-01 DOI: 10.1109/FIE.2018.8659280

R. Sundaram

{"title":"Partnerships to Create Synergistic STEM Communities","authors":"R. Sundaram","doi":"10.1109/FIE.2018.8659280","DOIUrl":"https://doi.org/10.1109/FIE.2018.8659280","url":null,"abstract":"This Research to Practice Work-in-Progress paper discusses the use of hands-on engineering laboratory and project activities to engage pK-12 STEM educators in order to exploit the synergy between the pK-12 STEM curriculum and the undergraduate engineering degree programs. Hands-on laboratory and project-based experiences are deemed to be among the most effective means to introduce and reinforce concepts in most engineering disciplines. The pK-12 STEM educators are engaged in structured project activities through workshops. During the ninety-minute duration of the workshop, as many as five project activities, ranging from simple resistive circuit configurations to advanced transistor and RF circuits, are first outlined, then assembled and tested by the educators. Through participation in this workshop, the STEM educators gained the opportunity to identify new and/or revise laboratory activities within their pK-12 STEM curriculum. The participants were not required to or expected to know advanced concepts in circuits and electronics. The workshop provided the experiences necessary to link the theory to practice through assembly of the electronic circuit and experimental observations. The educators worked with kits containing electrical components placed on the circuit assembly board using snap connectors and connected together to create basic and advanced circuits. The survey questionnaire administered upon conclusion of each project activity provided the feedback necessary to assess the overall process and each project activity.","PeriodicalId":354904,"journal":{"name":"2018 IEEE Frontiers in Education Conference (FIE)","volume":"43 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":"127513338","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: 2

Measuring Commuter Student Support and Success through Academic 通过学术衡量通勤学生的支持和成功

2018 IEEE Frontiers in Education Conference (FIE) Pub Date : 2018-10-01 DOI: 10.1109/FIE.2018.8659203

Cory Brozina

{"title":"Measuring Commuter Student Support and Success through Academic","authors":"Cory Brozina","doi":"10.1109/FIE.2018.8659203","DOIUrl":"https://doi.org/10.1109/FIE.2018.8659203","url":null,"abstract":"This Research Work In Progress Paper presents an initiative to understand engineering commuter student support and success using a validated instrument to measure academic integration. There are many calls to increase the number of engineering students who graduate with a degree; however, there is little work in uncovering the support mechanisms that work for engineering commuter students. Therefore, this WIP paper looks to start to build a case for studying engineering commuter students in more detail by first looking at differences between how residential and commuter students integrate academically. Academic integration is defined by how students are able to access, effectively interact with, and are supported by engineering faculty and staff. Academic integration is an important construct, which contributes to a student's persistence and ultimate graduation. However, it is unknown if there are differences between the way residential and commuter engineering students access the support structures provided for them. Therefore, this paper answers one research question: How do residential and commuter engineering students differ in regards to academic integration in a first-year engineering context? During the spring semester of 2018, 175 first-year engineering students participated in a questionnaire with multiple items, one of which was the construct of academic integration. I measure academic integration using the engineering student integration instrument which consists of five Likert-type questions on a six-point scale ranging from 'strongly disagree' to 'strongly agree.' Results show differences between residential and commuter engineering students with regards to academic integration. Measures of reliability and validity show the construct is acceptable.","PeriodicalId":354904,"journal":{"name":"2018 IEEE Frontiers in Education Conference (FIE)","volume":"65 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":"129979993","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: 3

Reliability of a Concept Inventory to Determine the Level of Students in Statics 概念量表确定学生静力学水平的信度

2018 IEEE Frontiers in Education Conference (FIE) Pub Date : 2018-10-01 DOI: 10.1109/FIE.2018.8658636

C. Garcia, Jaime Leonardo Barbosa Perez, Jorge Luis Herrera Ochoa

{"title":"Reliability of a Concept Inventory to Determine the Level of Students in Statics","authors":"C. Garcia, Jaime Leonardo Barbosa Perez, Jorge Luis Herrera Ochoa","doi":"10.1109/FIE.2018.8658636","DOIUrl":"https://doi.org/10.1109/FIE.2018.8658636","url":null,"abstract":"Basic core courses in engineering are often taught and assessed only through procedural approaches, neglecting the conceptual grounds of the subject. In an effort to change that, a Concept Inventory test was applied to 195 students at Eafit University enrolled in Statics. All of the students took the test inside in the campus facilities and were monitored during the whole session to make sure they did not share information. The students took a Computer-Based Test of the Concept Inventory. Three new items were added to the original test of 27 questions, in order to improve the reliability of two specific groups of concepts. For the test was found a mean of 9.7 and a standard deviation of 5.28. For the overall test, the Cronbach’s alpha coefficient was 0.81. The psychometric analyses show that all of the items in the test, except one, present an appropriate fit for discrimination and difficulty parameters of the test. Item 26 was deleted when performing the analysis of sub-scales reliability because presented abnormal value for difficulty. For the cluster of Equilibrium, it was seen that deleting this item resulted in an increase of the alpha from 0.2 to 0.36. For the sub-scale of Free-Body Diagram was seen a decrease in the reliability when two new items were added to it. All of the other sub-scales presented good reliability, most of them, above 0.5. The item-person map shows that the overall latent trait of students is lower than the overall test difficulty, meaning that most of the students found the test difficult. One of the conclusion to be drawn from the results is that the students subjected mainly to procedural approaches in teaching, do not perform well in conceptual tests. The results support the claim that Statics can be seen as a collection of concepts that can be clustered in independent groups for teaching.","PeriodicalId":354904,"journal":{"name":"2018 IEEE Frontiers in Education Conference (FIE)","volume":"9 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":"129150142","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

A Reflection on Diversity and Inclusivity Efforts in a Software Engineering Program 对软件工程项目中多样性和包容性努力的反思

2018 IEEE Frontiers in Education Conference (FIE) Pub Date : 2018-10-01 DOI: 10.1109/FIE.2018.8658677

David S. Janzen, Sara Bahrami, Bruno Carreiro da Silva, D. Falessi

{"title":"A Reflection on Diversity and Inclusivity Efforts in a Software Engineering Program","authors":"David S. Janzen, Sara Bahrami, Bruno Carreiro da Silva, D. Falessi","doi":"10.1109/FIE.2018.8658677","DOIUrl":"https://doi.org/10.1109/FIE.2018.8658677","url":null,"abstract":"This Innovative Practice Full Paper is an experience report that presents a collection of initiatives, circumstances, and teaching practices that coincide with improvements in gender diversity in the undergraduate software engineering program at California Polytechnic State University at San Luis Obispo. The percent of females in the software engineering capstone increased from an average of 3.81% in the first five years of the program (2003-2007) to 18.82% in the most recent four years (2014-2017). Multiple initiatives were instituted beginning in 2009 to improve a gender imbalance, addressing recruitment and retention of women. One key initiative was the creation of a new introductory course with multiple themes (e.g. art, mobile, music, robotics) from which incoming students could choose. These courses were designed to include significant collaboration, rapid application development in interesting domains, and strategic selection of tools and languages that reduced the advantages of previous student programming experience. Additional initiatives included club activities, sending large numbers of female students to the Grace Hopper Celebration of Women in Computing Conference, K-12 outreach, and a vibrant and mature SE capstone experience. Also during this timeframe, course scheduling changes were imposed which naturally created informal cohorts of software engineering students earlier than in previous years. Student self-evaluations collected in the SE capstone were analyzed, comparing male and female responses, as well as teams with different gender mixes. This analysis indicates no significant difference between male and female enjoyment of the capstone projects overall, and no significant difference between team enjoyment regardless of the percentage of females on the team.","PeriodicalId":354904,"journal":{"name":"2018 IEEE Frontiers in Education Conference (FIE)","volume":"34 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":"132460855","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: 7