2018 IEEE Frontiers in Education Conference (FIE)最新文献_第9页

How Engineering and Computing Students Demonstrate Critical Thinking During Required Co-op Work Experiences 工程和计算机专业的学生如何在必要的合作工作经历中表现出批判性思维

2018 IEEE Frontiers in Education Conference (FIE) Pub Date : 2018-10-01 DOI: 10.1109/FIE.2018.8659164

Adrienne Decker, J. Schneider, Lauren E. Margulieux

{"title":"How Engineering and Computing Students Demonstrate Critical Thinking During Required Co-op Work Experiences","authors":"Adrienne Decker, J. Schneider, Lauren E. Margulieux","doi":"10.1109/FIE.2018.8659164","DOIUrl":"https://doi.org/10.1109/FIE.2018.8659164","url":null,"abstract":"This Research Full Paper will discuss the demonstration of critical thinking of undergraduate students through their required co-op experiences. Critical thinking is an important 21st century skill that is expressed through measurable outcomes such as the ability to successfully use information, design, analyze, and problem solve. At Rochester Institute of Technology, a primarily technically focused university with strong programs in engineering and computing sciences, there is a dedicated effort to enhance the critical thinking ability of the students on campus. This paper will discuss our initiative for the integration of critical thinking into the student experience. In addition, the majority of our students complete one or more paid cooperative education experiences to satisfy their degree requirements. Upon completion of the experience, the employers are asked to rate the student performance on several metrics, one of which is demonstration of critical thinking. By analyzing the data from these surveys, we have found that employers consistently rate our students as proficient and capable. Our analysis shows that there is a slight difference in critical thinking ratings based on field of study, but not based on term in which it occurred, or number of experiences students engaged in.","PeriodicalId":354904,"journal":{"name":"2018 IEEE Frontiers in Education Conference (FIE)","volume":"84 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":"132494261","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 Cross-Disciplinary Course on Virtual Reality 虚拟现实的跨学科课程

2018 IEEE Frontiers in Education Conference (FIE) Pub Date : 2018-10-01 DOI: 10.1109/FIE.2018.8659016

D. Cliburn

{"title":"A Cross-Disciplinary Course on Virtual Reality","authors":"D. Cliburn","doi":"10.1109/FIE.2018.8659016","DOIUrl":"https://doi.org/10.1109/FIE.2018.8659016","url":null,"abstract":"This Innovative Practice Work In Progress paper describes the author’s efforts to develop a cross-disciplinary undergraduate upper division and graduate level Virtual Reality (VR) course. Virtual Reality is a truly cross-disciplinary field that often involves Artists, Computer Scientists, Engineers, Psychologists, and others working together to build and evaluate computing experiences that immerse users in rich 3D virtual environments. Twenty-six undergraduate and graduate students from Computer Engineering, Computer Science, Education, Engineering Management, Media X, and Psychology completed the author’s course in the spring of 2018. The course was arranged into three units: applications, foundations, and evaluation. Throughout the term students worked in cross-disciplinary teams of two to three to build and evaluate a VR application. During the last week of the term students completed a questionnaire designed to assess the success of the author’s approach to the course. Results of the questionnaire suggest that while the author was successful in teaching students about the cross-disciplinary nature of VR, more could be done to support students as they learned to collaborate with teammates from other disciplines.","PeriodicalId":354904,"journal":{"name":"2018 IEEE Frontiers in Education Conference (FIE)","volume":"75 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":"132199773","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

Identification of Pre-University Factors that Affect the Initial Motivation of Students in Computing Programs: A multi-institutional case study 影响计算机专业学生初始动机的大学前因素的识别:一个多机构的案例研究

2018 IEEE Frontiers in Education Conference (FIE) Pub Date : 2018-10-01 DOI: 10.1109/FIE.2018.8659230

P. Schoeffel, R. Wazlawick, V. Ramos, Adilson Vahldick, Marcelo de Oliveira Souza

{"title":"Identification of Pre-University Factors that Affect the Initial Motivation of Students in Computing Programs: A multi-institutional case study","authors":"P. Schoeffel, R. Wazlawick, V. Ramos, Adilson Vahldick, Marcelo de Oliveira Souza","doi":"10.1109/FIE.2018.8659230","DOIUrl":"https://doi.org/10.1109/FIE.2018.8659230","url":null,"abstract":"This Research to Practice Paper presents the results of the evaluation of pre-university factors that impact the initial motivation of undergraduate students in computing. Although there are studies in the literature that have investigated some previous factors, this paper replicates a previous work that aims to consolidate several pre-university factors and, as the main differential, uses the AMS (Academic Motivation Scale), a scale already consolidated in the literature to measure students' initial motivation, and evaluate the relation between motivation and candidate factors. We applied a questionnaire to 159 students from different computing programs in ten universities, which evaluates 20 factors divided into 4 groups: personal and demographic data, taste and knowledge of the program and area, computing experience, and school performance. To evaluate the correlation between factors and motivation, we used Spearman's coefficient, t-student test, and ANOVA to evaluate the correlation between factors and motivation. As main results, we found significant variation in the initial motivation according to following factors: taste for programming and technology, knowledge about the undergraduate program content, correct perception about computing professionals, knowledge and experience in computer programming, and general school performance.","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":"130424229","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

Development of a placement exam to increase student success in a junior level circuits and systems class 开发一个分班考试，以提高学生在初级电路和系统课上的成功

2018 IEEE Frontiers in Education Conference (FIE) Pub Date : 2018-10-01 DOI: 10.1109/FIE.2018.8659185

D. Parent

引用次数: 3

Deepening e-Learning through Social-Collaborative Intelligence 通过社会协作智能深化电子学习

2018 IEEE Frontiers in Education Conference (FIE) Pub Date : 2018-10-01 DOI: 10.1109/FIE.2018.8658779

M. Montebello, B. Cope, M. Kalantzis, Tabassum Amina, Duane Searsmith, A. Tzirides, Samaa Haniya

引用次数: 7

MOOCs on the Context of Software Engineering Teaching and Training: Trends and Challenges 软件工程教学与培训背景下的mooc:趋势与挑战

2018 IEEE Frontiers in Education Conference (FIE) Pub Date : 2018-10-01 DOI: 10.1109/FIE.2018.8658706

J. Prates, R. E. García, J. Maldonado

{"title":"MOOCs on the Context of Software Engineering Teaching and Training: Trends and Challenges","authors":"J. Prates, R. E. García, J. Maldonado","doi":"10.1109/FIE.2018.8658706","DOIUrl":"https://doi.org/10.1109/FIE.2018.8658706","url":null,"abstract":"This Research Full Paper presents an analysis of the challenges and advantages on applying MOOCs in software engineering teaching and training contexts. Software engineering is a constantly evolving discipline in which educators are involved with a constant flow of new tools, resources and techniques in software development. This scenario makes the act of teaching and contributing to the students’ academic education more complex. The insertion of educational technologies brings contributions in this context, causing a transformation in the current scenario of teaching. An example of these new technologies are the MOOCs (Massive Open Online Courses) – open and online courses that are available in providers in partnership with reputable universities. Considering this scenario, this paper aims at identifying the challenges and trends of MOOCs application in software engineering domain, by means of a systematic mapping of the literature (SML). During the SML it was performed an analysis of 5100 papers and selection of 96 primary studies. The outcomes indicate that there is a potential in using MOOCs on teaching or training, as they are an alternative to offer courses applying traditional methods of learning. In addition, the challenges of this direction are analyzed and discussed.","PeriodicalId":354904,"journal":{"name":"2018 IEEE Frontiers in Education Conference (FIE)","volume":"61 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":"126768243","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

Engaging CS1 Students With Project Based Learning 参与CS1学生的专题学习

2018 IEEE Frontiers in Education Conference (FIE) Pub Date : 2018-10-01 DOI: 10.1109/FIE.2018.8659242

Michael Cassens, Y. Reimer

{"title":"Engaging CS1 Students With Project Based Learning","authors":"Michael Cassens, Y. Reimer","doi":"10.1109/FIE.2018.8659242","DOIUrl":"https://doi.org/10.1109/FIE.2018.8659242","url":null,"abstract":"This Research to Practice Work in Progress paper examines a persistent issue with many CS1 courses – finding assignments that are engaging while still covering core learning objectives necessary for success in the course and computer science programs. In traditional CS1 courses, textbook tasks are usually elementary, mathematically based, and only somewhat relevant to the student. Instead, if we allow students to design and implement their own projects, they not only master the primary objectives of the course, but they can do so in a way that is most meaningful and engaging to them. While project-based approaches to CS1 are not new, most employ predefined projects created by the instructor or found online through community-based educational resources. In this research, we leverage the fact that many CS students are double majors and allow them to create projects that are unique and applicable to these other interests. We contrast a traditionally taught CS1 class with a project-based CS1 class and compare student achievement between the two. We discover that students perform better on most learning objectives in the project-based class and they gain a deeper understanding of how to scaffold programming components into follow-on assignments. In addition, students indicate that the project-based focus was more enjoyable and more useful as they create projects that apply to their personal interests and thus their future.","PeriodicalId":354904,"journal":{"name":"2018 IEEE Frontiers in Education Conference (FIE)","volume":"67 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":"123263914","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

Panel: Integrating Requirements Engineering Education into Core Engineering Disciplines 专题讨论:将需求工程教育融入核心工程学科

2018 IEEE Frontiers in Education Conference (FIE) Pub Date : 2018-10-01 DOI: 10.1109/FIE.2018.8658590

Joshua C. Nwokeji, Faisal Aqlan, Jorge Martinez, Terry S. Holmes, S. Frezza, Rita Orji

{"title":"Panel: Integrating Requirements Engineering Education into Core Engineering Disciplines","authors":"Joshua C. Nwokeji, Faisal Aqlan, Jorge Martinez, Terry S. Holmes, S. Frezza, Rita Orji","doi":"10.1109/FIE.2018.8658590","DOIUrl":"https://doi.org/10.1109/FIE.2018.8658590","url":null,"abstract":"Requirements engineering (RE) provides a set of techniques and tools to, ‘EASV’ (elicit, analyze, specify, and validate) the capabilities a product must have in order to meet user needs, solve definite user problems and deliver expected values to users. RE courses are usually designed to focus on software and computer hardware products, and are thus taught in software engineering (SE), information systems (IS) and computer science (CS). But RE tools and techniques are also intrinsically applicable and essential to other engineering disciplines, since those disciplines also develop and deploy products. For instance, products can be a motor control center (MCC) developed by electric engineers or aircraft engines developed by mechanical engineers. Successful development of any of these products requires techniques to precisely ESAV user needs and capabilities required to satisfy those needs. Therefore RE should be an essential component of engineering curriculum. This panel aims to bring together faculty and practitioners from engineering and computer science disciplines to identify and discuss challenges, benefits, and strategies for integrating RE course into engineering curriculum.","PeriodicalId":354904,"journal":{"name":"2018 IEEE Frontiers in Education Conference (FIE)","volume":"199 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":"123374367","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

Behind the Scenes: Course Syllabi explained 幕后:课程大纲说明

2018 IEEE Frontiers in Education Conference (FIE) Pub Date : 2018-10-01 DOI: 10.1109/FIE.2018.8659273

N. Buswell

{"title":"Behind the Scenes: Course Syllabi explained","authors":"N. Buswell","doi":"10.1109/FIE.2018.8659273","DOIUrl":"https://doi.org/10.1109/FIE.2018.8659273","url":null,"abstract":"In this Full Research Paper, as part of a larger research project that sought to understand the experiences of assistant engineering professors at non-R1 institutions, I examined the teaching conceptions and methods that were described in participants’ course syllabi. The actual course syllabi documents were examined, and additionally, I examined the way the participants themselves described their course syllabi using an interviewing technique called document elicitation. In this paper, I present the findings for two participants who both taught a course on “Dynamic Systems and Controls.” This paper presents an exploratory content analysis of a course syllabus and the accompanying interviews about the course syllabus for two participants. I found that the instructors included a limited amount of information about their teaching conceptions and methods in their actual course syllabi documents. However, I found that the technique of document elicitation about course syllabi was extremely successful in getting a thick description about a participant’s teaching conceptions and methods. These findings point to the beneficial use of teaching syllabi in interviews and conversations about teaching as describing the backstory and decisions behind a course syllabus reveal much about instructors’ teaching conceptions and methods.","PeriodicalId":354904,"journal":{"name":"2018 IEEE Frontiers in Education Conference (FIE)","volume":"14 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":"122253142","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

Student Reflection to Improve Access to Standards-Based Grading Feedback 学生反思，以改善获得基于标准的评分反馈

2018 IEEE Frontiers in Education Conference (FIE) Pub Date : 2018-10-01 DOI: 10.1109/FIE.2018.8659325

H. Diefes‐Dux, Laura M. Cruz Castro

{"title":"Student Reflection to Improve Access to Standards-Based Grading Feedback","authors":"H. Diefes‐Dux, Laura M. Cruz Castro","doi":"10.1109/FIE.2018.8659325","DOIUrl":"https://doi.org/10.1109/FIE.2018.8659325","url":null,"abstract":"In this Research-to-Practice Full Paper, two different reflection prompts in the form of unstructured and structured reflections were implemented in an engineering course to guide students towards improved self-regulated learning behaviors, specifically accessing feedback on their assignments. The course setting for this study employed standards-based grading (SBG) which provides rich feedback on students' proficiency with the course learning objectives. Low student access to feedback, delivered through a learning management system (LMS), was seen as a considerable learning opportunity loss. Negative binomial regression models were used to investigate whether semester (2016 or 2017) and refection (presence or absence) had an impact on the (1) number of days students accessed the LMS gradebook or rubrics, (2) the number of times students accessed the gradebook to view grades, or (3) the number of times students accessed rubrics to view feedback. Semester, which relates to implementation changes in the SBG system, significantly increased students’ number of days of access and number of gradebook and rubric accesses. Reflection, particularly structured reflection, significantly improved students’ access to the rubrics. Pairing reflection with a well-developed SBG system has the potential to improve students’ access to feedback.","PeriodicalId":354904,"journal":{"name":"2018 IEEE Frontiers in Education Conference (FIE)","volume":"52 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":"126082021","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: 5