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

{"title":"Incorporation of the Internet of Things within the Introductory Course on Microcontrollers","authors":"S. Rowland, R. Sundaram","doi":"10.1109/FIE49875.2021.9637212","DOIUrl":"https://doi.org/10.1109/FIE49875.2021.9637212","url":null,"abstract":"This paper discusses the restructure of the introductory course on microcontrollers using laboratory experiments which use the framework of the Internet of Things (IoT) to demonstrate the application of microcontrollers at the system and sub-system level. The course can be taught with compact and portable laboratory components thereby facilitating the on-line approach to instruction. This is especially necessary during the health pandemic which continues to disrupt face-to-face laboratory instruction. Specifically, the hands-on laboratory experiments and project-based experiences introduce the students to the collection of data using temperature and motion sensors, software programs for the microcontroller, and wireless communication between WiFi-enabled modules. The students observe and record the outcomes on personal computers and mobile devices. Rather than use the hardware and software tools from established vendors in the areas of IoT, we chose to design and assemble our own laboratory experiments and projects with simple, cost-effective, off-the-shelf components. The project activities focus on system design and integration based on the distinct laboratory experiences. The students are expected to possess basic knowledge of electrical circuits and electronics, programming skills in the higher level languages such as C/C++, and the fundamentals of test and measurement analysis.","PeriodicalId":408497,"journal":{"name":"2021 IEEE Frontiers in Education Conference (FIE)","volume":"44 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":"121977579","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":"Women in STEM: How can we understand and support their career development?","authors":"Jeri Childers, T. Machet, Michelle T. Duval","doi":"10.1109/FIE49875.2021.9637159","DOIUrl":"https://doi.org/10.1109/FIE49875.2021.9637159","url":null,"abstract":"This Research Full Paper investigates the rich stories of a range of women in STEM through psychological and sociological frames to develop a career development framework. Current research acknowledges the lack of representation of women in STEM and reports on challenges and barriers to recruiting, retaining, and advancing women in these fields. Engineering educators recognise the need for the profession to diversify, to be more inclusive, and that innovation and entrepreneurial mindsets are required for engineering leaders in the future. Traditional career ladders are dissolving and we understand better the new models of boundaryless and protean (self-directed and values-driven) careers that span across work units, organisations and sectors, including self-employment. The future of engineering education requires learning designers to better understand how to develop the mindsets required for orienteering the many transitions in the careers of the future. If we are to support the careers of women in STEM we need to understand the nature of their career paths and choices. This qualitative research used semi-structured interviews to explore the career narratives of women in STEM, focusing on the career decision making and individual perceptions of career choices associated with career shifts or pivots. With reference to the literature on career choice, mindsets and motivations, an inductive and thematic analysis was conducted and descriptive statistics were used to analyse the data. We looked at the career paths of women in STEM in terms of their career patterns, locus of control, career context, career age and stage, career sponsorship, and their experiences in entrepreneurial ventures. A framework has been developed for characterising and understanding women's choices and the mindsets that enable success. This framework will enable us to identify approaches and tools that are useful for women to evaluate their own mindsets and design their career choices. The results can be used to inform the design of resources and interventions that support the retainment and advancement of women in STEM, developing an intentional change mindset, and supporting career choices from undergraduate level to continuous professional development education. This new framework for career development is emerging and integrates knowledge from educational research and professional experience of women to enable educators, coaches, people managers, and human resource professionals to better prepare women and organisations for the future of work.","PeriodicalId":408497,"journal":{"name":"2021 IEEE Frontiers in Education Conference (FIE)","volume":"71 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":"122014425","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":"Low Cost Platform for Teaching AI Self-Driving Cars Topics for Undergraduate Students in Emerging Countries","authors":"Diego Arce, Jose Balbuena, Diego Quiroz, Hector Oscanoa, F. Cuéllar","doi":"10.1109/FIE49875.2021.9637352","DOIUrl":"https://doi.org/10.1109/FIE49875.2021.9637352","url":null,"abstract":"This full paper presents the validation and results of a low cost scaled car platform into a project-based course in order to teach AI self-driving cars topics for undergraduate programs in Universities. This is an elective course of the Mechatronics program at Pontificia Universidad Catolica del Peru (PUCP) whose second edition of the course was developed during January through March 2020. The main objective of this article is to present the results of the second edition of the project-based course, which details the integration of a low cost robotic platform with an embedded board used to execute computer vision and AI algorithms. Using a robotic platform allowed the students to focus on the application of the algorithms in a real scenario and learn from experience instead of using only simulation platforms. The proposed course aims to introduce the students in self-driving cars topics, and apply the theoretical concepts to develop an autonomous car using the robotic platform. The topics of the course are structured in five categories including Automotive Design Concepts, Localization and Navigation, Computer Vision Techniques, Artificial Intelligent Techniques and Simulation Environment; and is divided into fourteen theoretical lectures and five practical laboratories. The project-based course is aligned with four Students Outcomes from ABET accreditation entity for undergraduate programs in order to reinforce their abilities to work as a team, self-learning, hands-on experience, develop prototypes, testing in real scenarios, and learn basic scientific writing and presentation skills. The results of the second edition of the course show that the students enrolled were able to accomplish the development of a self-driving car capable of completing a lap on a racetrack autonomously only using image processing and AI algorithms. In comparison with the first edition of the course, the inclusion of a scaled car as a base for the project avoided mechanical problems with the chassis and allowed the students to focus on the sensors integration and algorithms programming.","PeriodicalId":408497,"journal":{"name":"2021 IEEE Frontiers in Education Conference (FIE)","volume":"38 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":"125705743","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":"How to Measure the Innovativeness and Entrepreneurship Features of a Curriculum?","authors":"A. Azemi","doi":"10.1109/FIE49875.2021.9637427","DOIUrl":"https://doi.org/10.1109/FIE49875.2021.9637427","url":null,"abstract":"This Research-to-Practice, Work in Progress paper attempts to provide a quantitative method to measure the innovativeness and entrepreneurship feature of a curriculum through available assessment data. This paper builds on our previous works relating systems thinking and design methodology to innovation and entrepreneurship. In this work, we propose an approach based on using the ABET's assessment process to obtain a measure for the innovativeness and entrepreneurship of the curriculum. We have used the engineering innovator characteristics as the base for our calculation. The proposed scheme also reveals the usefulness of the combined student outcomes assessment data. Given the nature of the collected data, it cannot be used as a wayof comparing with other programs, and it is only a self-assessment indicator.","PeriodicalId":408497,"journal":{"name":"2021 IEEE Frontiers in Education Conference (FIE)","volume":"21 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":"125945416","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":"Computer and Materials Sciences convergence for the creation of technology based learning resources and new curriculum developments","authors":"M. Romero-González, M. Bourguet","doi":"10.1109/FIE49875.2021.9637382","DOIUrl":"https://doi.org/10.1109/FIE49875.2021.9637382","url":null,"abstract":"In this Innovative Practice work in progress paper, we discuss the convergence of two engineering disciplines (computer and materials sciences) for the co-creation of technology-based learning resources, achieved through trans disciplinary student-staff partnerships. The partnerships are made of producers (computer science students and staff) and clients (materials science students and staff) working together towards the creation of Augmented Reality (AR) and Virtual Reality (VR) interactive simulations that are made by students for students. The student-staff partnership was achieved through a careful balance of roles, knowledge, and experience. We achieved an equal partnership through mixing two very disparate disciplines that share little knowledge through the curriculum. We have observed multi-level benefits through the partnership: the student-producers develop technical and professional skills that allow them to competently address scientific and societal challenges. The student-clients acquire domain expertise needed to advise and guide the producers and manage projects. This is also a unique opportunity for staff since they experience learning from students, and the process during the development and testing of ideas can enhance their teaching practice and open new avenues for curriculum development.","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":"129483772","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":"Impact of Human Side of Engineering Approach in an Undergraduate Electromagnetics Course","authors":"N. P. Gaunkar, M. Mina","doi":"10.1109/FIE49875.2021.9637347","DOIUrl":"https://doi.org/10.1109/FIE49875.2021.9637347","url":null,"abstract":"In most electrical engineering programs, the undergraduate electromagnetics course is required for all students. Broadly, the course delves into historical perspectives, vector calculus-based problem solving and concepts of wave propagation. Several students consider the course to be challenging since they are required to connect electrical engineering concepts through the platform of vector calculus. To address this challenge, in our course, students participate in a set of in-class activities (reflections) where they discuss, review, and think about the concepts and their learning, and then solve related problems in small groups. Each student brings a unique perspective in terms of what they might already know or have figured out while listening to the instructor. The groups work together to solve the problems and submit their work (reflections) at the end of the activity. Our approach provides students with an opportunity to interact with one another, learn from different perspectives, work through the problems and also reach out to the instructor with possible questions. It is expected that while the concepts are still challenging, the students can find ways of working through them by solving problems in class with the support of their peers. This method, where students share their learning process in-class and learn together is the main approach towards creating a community-based inquiry environment where the humans can engage not as viewers but as active participants and thinkers. In our work, we will study the in-class activities to quantify the impact of the learning environment on the students learning. Ultimately, we will seek to see if the students benefit from learning as a community.","PeriodicalId":408497,"journal":{"name":"2021 IEEE Frontiers in Education Conference (FIE)","volume":"76 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":"128374725","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":"Disconnected Engineering Education","authors":"M. Mina, J. Heywood","doi":"10.1109/FIE49875.2021.9637326","DOIUrl":"https://doi.org/10.1109/FIE49875.2021.9637326","url":null,"abstract":"In 2003 Rosalind Williams who had been Dean of Students and Undergraduate Education at MIT published a short and controversial paper in the Chronicle of Higher Education with the title “Education for the profession formerly known as engineering”. Discussion about its argument was short-lived and, apart from one paper, it has been scarcely mentioned at either ASEE's annual conferences or at the Frontiers in Education Conferences even though it focused on a major issue of concern to all engineers, namely the identity of engineering, and as an unspoken consequence, the identity of engineering educators. Essentially Williams argued that engineering “has evolved into an open-ended profession of everything in a world where technology shades into science, art, management with no strong institutions to define an overarching mission”. Each new technology causes the development of a degree program in that area which develops its own language and identity thereby separating itself from other areas with whom it does not communicate. This separateness is reflected in the institutions that serve engineering education. ASEE is divided into divisions which never the twain shall meet. To establish something that is new, a division must be established. Similarly, FIE is based on sessions. In both cases moving between sessions or divisions is extremely difficult and individuals tend to remain in the silos constructed for them by the organizational structure. The purpose of this paper is first, to review Williams' thesis and show how it has impacted engineering education. Second, to review recent work on identity and the engineering profession, and third to make suggestions as to how engineering educators and organizations like FIE and university departments might respond to the challenge to engineering education implicit in William's thesis.","PeriodicalId":408497,"journal":{"name":"2021 IEEE Frontiers in Education Conference (FIE)","volume":"34 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":"128382624","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":"Evaluating Parsons Problems as a Design-Based Intervention","authors":"Rita Garcia","doi":"10.1109/FIE49875.2021.9637175","DOIUrl":"https://doi.org/10.1109/FIE49875.2021.9637175","url":null,"abstract":"Parsons problems are a type of assessment that helps introductory programming (CS1) students learn programming by arranging fragments of code to form working programs. Parsons problems enables students to focus on the learning concepts by minimising their focus on extrinsic operations while coding, such as syntax details. Because of the success in teaching programming with Parsons problems, we investigate the possibility of using it as a design-based intervention. We examine how Parsons problems can be used by procedural programming students during the design process, and investigate how the assessment supports the use of Self-Regulated Learning (SRL) strategies during the problem-solving process. We performed usability testing, comprising a mixed-methods approach of pre-test, think-alouds, and interviews, to collect students' behaviours and experiences. The results show a variety of approaches used by students when solving the Parsons problems, including engaging SRL strategies to better understand the problem and to verify their work. We offer future research opportunities to further explore Parsons problems as a design-based intervention.","PeriodicalId":408497,"journal":{"name":"2021 IEEE Frontiers in Education Conference (FIE)","volume":"3 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":"128499077","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":"Towards a Culturally Responsive Design Experience: How Students' Community Capital Contribute to their Design Approach","authors":"Anilegna Nuñez Abreu, L. Guardia, V. Perez, I. Hasbun, A. Strong","doi":"10.1109/FIE49875.2021.9637239","DOIUrl":"https://doi.org/10.1109/FIE49875.2021.9637239","url":null,"abstract":"This Research work-in-progress (WIP) presents the preliminary analysis of how undergraduate engineering students incorporate their backgrounds and experiences into their design approach. Like practicing engineers, students draw from their lived experiences to support their design process. This WIP uses Community Cultural Wealth to capture the extent to which local connections and cultural networks (i.e., community capital) influence the design considerations of students from a Hispanic Serving Institution. Preliminary results analyze the design process of three mechanical engineering undergraduate students in their first semester of a Capstone Design course. The students participated in a focus group interview, where they were asked to complete a design task and respond to follow-up questions. This WIP focuses on a community-driven analysis of students' design approach and considerations solely within the focus group interview. This study aims to inform the development of more inclusive and culturally responsive learning environments that enable students to purposefully leverage their backgrounds within their design process.","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":"129574588","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":"An Adaptive Learning Path Builder based on a Context Aware Recommender System","authors":"Marianna Carbone, F. Colace, Marco Lombardi, Francesco Marongiu, D. Santaniello, Carmine Valentino","doi":"10.1109/FIE49875.2021.9637465","DOIUrl":"https://doi.org/10.1109/FIE49875.2021.9637465","url":null,"abstract":"The world of distance education is constantly expanding, enriching itself with tools and services to increase the ability to provide training content. Due to the new technologies, the training paths take on new appealing features; however, it remains complex to suggest the appropriate training path to the right student. In this scenario, the use of Recommender Systems (RSs) could be helpful. RSs could allow recommending personalized learning paths to students in order to improve their abilities and their knowledge. In particular, among Recommender Systems, some of them consider contextual information. This paper aims to describe a new approach that suggests learning paths to users taking advantage of recommendation techniques and introducing them through multimedia content. Moreover, the proposed approach aims to provide recommendations when ratings are unknown through the knowledge of profiles of users and items. The proposed approach has been tested through students of two courses with diverse characteristics.","PeriodicalId":408497,"journal":{"name":"2021 IEEE Frontiers in Education Conference (FIE)","volume":"2013 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":"127319524","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}