2021 IEEE Frontiers in Education Conference (FIE)最新文献

{"title":"Remote teaching and learning of software testing using active methodologies in the COVID-19 pandemic context","authors":"Isaac Souza Elgrably, S. Oliveira","doi":"10.1109/FIE49875.2021.9637426","DOIUrl":"https://doi.org/10.1109/FIE49875.2021.9637426","url":null,"abstract":"This Research for the Practice of Full Paper shows that in the face of the COVID-19 pandemic, the immense challenge of continuing the teaching-learning process without face-to-face classes arose. This required a rapid shift to distance education in order to enable continuity of university activities. Distance education still needs the help of other factors, as some subjects, for example software testing, may need other forms of active approaches and methodologies to make their teaching and learning process more efficient. In teaching some computer science subjects, there is a need for learning through the application of practical activities. The use of distance learning entails an even greater aggravation of this need, given the numerous limitations that exist in this modality, requiring good planning and rigorous monitoring before, during and after classes. Thus, this paper aims to identify and discuss the findings, good practices, recommendations and perceptions used in a software testing subject, in addition to analyzing the motivations and perceptions of students in a distance learning environment.","PeriodicalId":408497,"journal":{"name":"2021 IEEE Frontiers in Education Conference (FIE)","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122635146","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":"Pulse Oximetry - Teaching basic Electronic Sensor Signal Processing in a Medical Context","authors":"Lukas Mennicke, K. Hofmann","doi":"10.1109/FIE49875.2021.9637453","DOIUrl":"https://doi.org/10.1109/FIE49875.2021.9637453","url":null,"abstract":"This innovative practice work-in-progress paper presents the outline of a bachelor level medical engineering lab that comprises electronical sensor signal processing. It explains how to teach and educate medical technology students the entire signal processing chain up to medical interpretation based on the practically relevant, widespread example of pulse oximetry. The various analog circuit blocks and the required post-processing with a microcontroller are discussed, as well as the interaction of all blocks to form the pulse oximeter system. For this purpose, the students are divided into small teams of three and receive a printed circuit board developed specifically for the experiment. With this board it is possible to extract certain parts of the signal processing measurement chain and analyze them with different tools, e.g. wave generator and oscilloscope. The accompanying handout guides and challenges students through the complex analysis of pulse oximetry, with subtasks to assist them. Tutors are available to support students with questions or if they get stuck. The aim of this practical exercise is for the students themselves to understand which individual steps are required and how they interact in order to obtain a valid measured value at the end. They learn the practical relevance and application of various electronic components and filter circuits, as well as the subsequent digitization and post-processing with the help of a microcontroller. In addition, the participants will familiarize themselves with the use of various measuring devices. The associated handout and its tasks do not provide step-by-step instructions. The students are encouraged to think creatively in their groups and to engage in group discussions so they understand the problem and find a solution for each subtask. After solving each subtask, the group receives feedback from a tutor who explains whether the solution to the task is right or wrong and whether there could have been smarter ways. By the end of the exercise, the students will have understood the complete signal path in depths from the sensor to the interpretation of the measured value and all the difficulties involved, based on a modern medical technology application.","PeriodicalId":408497,"journal":{"name":"2021 IEEE Frontiers in Education Conference (FIE)","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121844751","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":"ASSETS: Fostering a community of engineering transfer students - best practices and beyond","authors":"Bradley Harris, Marclyn Porter, Gary McDonald, Weidong Wu, Christopher F. Silver, Ignatius Fomunung","doi":"10.1109/FIE49875.2021.9637412","DOIUrl":"https://doi.org/10.1109/FIE49875.2021.9637412","url":null,"abstract":"This Research-to-Practice full paper presents findings from the ASSETS program - a comprehensive support ecosystem developed to improve retention and reduce time to graduation for engineering transfer students. ASSETS builds on the momentum established by two statewide initiatives in Tennessee that place transfer students at the forefront: (1) Tennessee Promise - a nationally recognized scholarship program launched in 2015 that provides last-dollar scholarships for low-income students to attend any state community college, and (2) Tennessee Reconnect - a last-dollar grant established in 2018 that allows adults who do not have an associate degree to attend a community or technical college tuition-free. With over 100,000 students enrolled in these programs to date, the number of students transferring to four-year institutions is expected to increase exponentially in the coming years. Historically, transfer students have been at higher risk of attrition due to known academic and social barriers. This is especially true for the Engineering disciplines. In an effort to address these obstacles, we have developed the Academic Intervention, Social Supports, and Scholarships for Engineering Transfer Students (ASSETS) program. In its third year of operation, with 35 enrolled ASSETS scholars, the program is well underway. Among our findings, we have recognized the critical importance of nurturing a community of transfer students that emphasizes equity, diversity, and inclusion. Establishing such a community involves more than just adopting established best practices. It requires a shift in mindset on behalf of the student regarding what is required to succeed, as well as on the part of faculty on what is expected of incoming students. This paper presents the findings and outcomes of the ASSETS program towards providing support to and enhancing the success of engineering transfer students.","PeriodicalId":408497,"journal":{"name":"2021 IEEE Frontiers in Education Conference (FIE)","volume":"121 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121857692","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":"Navigating and reconciling identity interference and values conflicts associated with our engineering identities: A conceptual framework","authors":"Meagan R. Kendall, C. Joslyn","doi":"10.1109/FIE49875.2021.9637472","DOIUrl":"https://doi.org/10.1109/FIE49875.2021.9637472","url":null,"abstract":"Identity research has revealed that the identities that we take on can impact on our motivations and behavior. For example, the extent to which a person identifies themselves as an engineer influences how they fulfill that role. Identity research also points out that people have multiple identities, and our response to a situation is dynamically constructed based on the identities at play. However, the importance a person ascribes to one identity relative to another can potentially create interference between identities, especially since different cultural norms can inform those identities. This is particularly important for students from underrepresented populations in engineering, where the dominant identities are male, white, and heteronormative. Therefore this work-in-progress paper describes a framework for use and validation in future studies exploring our students' identities and how they can be better supported in navigating identity interference resulting from values conflicts.","PeriodicalId":408497,"journal":{"name":"2021 IEEE Frontiers in Education Conference (FIE)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129555790","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":"Diversity and inclusion in engineering and computing: A scoping review of recent FIE papers","authors":"Campbell R. Bego, Joshua C. Nwokeji","doi":"10.1109/FIE49875.2021.9637461","DOIUrl":"https://doi.org/10.1109/FIE49875.2021.9637461","url":null,"abstract":"This Full-Length Research Paper presents findings from a scoping review of diversity research in engineering and computing education in the 2019–2020 FIE conference proceedings. The purpose of this review was to determine present-day themes and contributions of diversity research and identify opportunities for further research. Through the scoping review process, we identified 21 out of 776 papers that focused on a diverse population in engineering or computing, utilized an established methodology, and presented results. From these selected papers, three themes emerged. The first was about minority student experiences of discrimination and biases, and their resulting feelings of inclusivity and belonging. Results showed that these experiences and feelings negatively impacted success factors such as GPA and graduation in engineering or computing. A second theme was that financial need is a substantial deterrent to degrees in engineering and computing. Lastly, there were several investigations of the experiences of diverse students during active learning interventions in the classroom. The mixed results do not present a clear picture of how active learning might impact minority student success. Based on the existing work, we make recommendations for future diversity research. In general, much more quantitative, intervention-based research is needed. Several difficulties have been established, but almost no solutions have been identified.","PeriodicalId":408497,"journal":{"name":"2021 IEEE Frontiers in Education Conference (FIE)","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124685013","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 the Success of Non-Traditional Students in an Introductory Computing Course","authors":"Christine F. Reilly, L. Grabowski, G. Dietrich","doi":"10.1109/FIE49875.2021.9637278","DOIUrl":"https://doi.org/10.1109/FIE49875.2021.9637278","url":null,"abstract":"This Work in Progress Research to Practice paper presents a redesign of an introduction to computing course at a public, minority serving institution in the United States with a majority of non-traditional students. The course redesign was motivated by the desire to improve the success of the students in this course and in the major. Active learning during class and required attendance were the major components of the course redesign. The course policies included flexibility for the occasional absences that are expected with non-traditional students. A comparison of student performance in the experimental and control sections indicated that the requirement of active participation during class is not detrimental to students' performance in the course.","PeriodicalId":408497,"journal":{"name":"2021 IEEE Frontiers in Education Conference (FIE)","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130641823","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":"Transforming a Course with a Traditional Evaluation into a Competency-Based Assessment Approach: a Practical Experiment","authors":"Sébastien Combéfis, Virginie Van den Schrieck","doi":"10.1109/FIE49875.2021.9637229","DOIUrl":"https://doi.org/10.1109/FIE49875.2021.9637229","url":null,"abstract":"This innovative practice work-in-progress paper presents how a course with a traditional evaluation method has been concretely transformed into one following a competency-based assessment approach. This transformation has been carried out in the context of the COVID-19 pandemic and therefore also included a set-up for remote education. Transforming a course from one pedagogical device to another one is not easy. This paper explains how the transformation has been carried out, for several aspects: schedule, activities, course material, communication, etc. The transformation mainly aims at improving the quality of students' evaluation and their learning experience, making it more personalised and individualised. It expects to improve students' involvement and offer them a way to better manage their own time and to gain autonomy. This paper presents the experiment that was carried out and reports on the results from the students' and teachers' perspectives, based on qualitative and quantitative data collected with a survey. It concludes with lessons learned, improvement directions and ideas for future editions of the course, should they be organised on-site, online, or following a hybrid approach.","PeriodicalId":408497,"journal":{"name":"2021 IEEE Frontiers in Education Conference (FIE)","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124191277","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":"Self-Directed Learning Readiness among Engineering Students during Emergency Online Instruction","authors":"M. Watson, E. Barrella, K. Skenes","doi":"10.1109/FIE49875.2021.9637313","DOIUrl":"https://doi.org/10.1109/FIE49875.2021.9637313","url":null,"abstract":"Work-In-Progress: In the early months of the COVID-19 pandemic, many higher education institutions in the United States rapidly transitioned to emergency online learning. At The Citadel, a residential military college with additional veteran/active duty and college transfer populations, undergraduate engineering courses before the pandemic were administered solely through face-to-face instruction. As such, changing modalities during the pandemic were a very new experience for our students. We hypothesized that students might develop improved self-directed learning readiness due to the need to manage learning in new and changing course modalities. In this study, we present changes in self-directed learning readiness among our undergraduate engineering students, as measured by the Self-Directed Learning Readiness Scale, at the beginning and end of emergency online instruction during the Spring 2020 semester. Generally, SDLRS scores increased during six weeks of emergency online instruction. However, juniors were the only academic class who did not experience gains in self-directed learning readiness. Interestingly, we earlier found that juniors experienced an increase in more cognitive load dimensions than other academic classes during the Spring 2020 semester. We are currently analyzing qualitative data and SDLRS scores collected in subsequent semesters to better understand the relationship between development of self-directed learning readiness and cognitive load.","PeriodicalId":408497,"journal":{"name":"2021 IEEE Frontiers in Education Conference (FIE)","volume":"98 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123146411","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 Trans-regional Online and Offline Fusion Lab Teaching Practice Through Cross-university Cooperation","authors":"Yanpin Ren, Changshui Zhang","doi":"10.1109/FIE49875.2021.9637196","DOIUrl":"https://doi.org/10.1109/FIE49875.2021.9637196","url":null,"abstract":"Work in Progress: This Innovative Practice Work in Progress Paper presents how a cross-regional online and offline mixed teaching practice has been carried out by coordinating multiple local universities' laboratory resources. Owing to the COVID-19 epidemic, students could not go back to the campus but stay home all over the country. To work with an electronic system design and implementation project in the Electronic Technology Projects course, students in each team need a public physical workplace equipped with the necessary tools and instruments for circuit debugging and implementation. By utilizing local universities' laboratory resources near their homes, students of the same group could have face-to-face discussions and get offline support from local university laboratory teachers. Each team could also communicate online with course teachers on the technical scheme, detailed design, and fault debugging. While online education can share virtual teaching resources, cross-regional online and offline fusion education can further realize the sharing of entity teaching resources. Twenty-three students have fulfilled their projects in eight local universities under online and offline guidance. Such a teaching attempt has also promoted in-depth cooperation between teachers and students across universities.","PeriodicalId":408497,"journal":{"name":"2021 IEEE Frontiers in Education Conference (FIE)","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121141538","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":"Faculty Development Model for Mentoring Interdisciplinary Engineering Projects","authors":"Unnati Koppikar, Kaushik Mallibhat, Rohit Kanadakatla, Gopalkrishna Joshi, M. Vijayalakshmi","doi":"10.1109/FIE49875.2021.9637450","DOIUrl":"https://doi.org/10.1109/FIE49875.2021.9637450","url":null,"abstract":"The Work-in-progress paper discusses the faculty development model. The workplace problems for engineers in the 21st century demands interdisciplinary skills. To cater to the need, the educators need to make interventions for inculcating interdisciplinary skills among students. The challenge is that very limited focus is on preparing the faculty towards building interdisciplinary knowledge, skills and mentoring capabilities. The authors through this paper share an experience of deploying a faculty training model used for training the faculty towards mentoring interdisciplinary projects. The presented faculty development model is a result of the heuristic experience of four iterations and is organically evolved. The model was implemented in the context of a first-year engineering course titled Engineering Exploration. The course uses PBL pedagogy and every faculty, mentors a set of students to complete an interdisciplinary project. The nature of the projects in the course demands knowledge and skills from different domains to be applied at the mentioned stages. To mentor such interdisciplinary projects, faculty needs to be formally trained. However, in the literature authors found very limited architecture in the direction of standard frameworks and models that can be used to train the faculty towards interdisciplinary thinking and mentoring. The paper describes the evolved faculty training model consisting of four following phases where initial phases are focused on improving the technical skills among faculty members while the latter phase is focused on improving the mentoring skills.","PeriodicalId":408497,"journal":{"name":"2021 IEEE Frontiers in Education Conference (FIE)","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116339952","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}