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

{"title":"Systemic Convergence Education in Undergraduate ECE Programs","authors":"R. Cheville, Robbie Nickel, Stewart Thomas, Rebecca Thomams, Michael S. Thompson","doi":"10.1109/FIE49875.2021.9637483","DOIUrl":"https://doi.org/10.1109/FIE49875.2021.9637483","url":null,"abstract":"This work in progress paper addresses one of the future challenges facing academic disciplines-traditional STEM as well as the social sciences and humanities-of how to prepare students to address complex problems that require a range of disciplinary perspectives. The goal of such preparation is termed convergence. Convergence captures both how different sets of expertise become focused in solving a problem as well as the network of connections that is built in undertaking these activities. Efforts at convergence are usually focused at practitioner, postgraduate, and graduate levels and engage multiple disciplines. Here the authors report on early-phase development of an effort to integrate convergence education into an undergraduate disciplinary-based degree program in electrical and computer engineering focused on integrating problems and projects across the curriculum. Key challenges faced were how to distinguish engineering topics from societal concerns in ways that were meaningful for students, balancing discipline-specific skills with fostering systemic understanding, and identifying relevant projects with attainable goals. Existing frameworks serve as a foundation for students to understand systemic and convergent issues. Framework development by individual students is scaffolded by expanding grading practices to provide feedback on skills believed to support convergence, developing ways to elicit student narratives about how courses and projects relate to individual interests, and adopting learning technologies that can support more emphasis on projects throughout the curriculum. Initial results on changing grading practices and introducing projects that are grounded outside of disciplinary context are presented. The relevance of this work to engineering education arises from the relatively small amount of empirical work exploring how to prepare engineering undergraduates to address convergent problems as well as the importance of such problems. The innovative potential of the work is that the effort will eventually become curriculum-wide and supported by structural changes to grading practices.","PeriodicalId":408497,"journal":{"name":"2021 IEEE Frontiers in Education Conference (FIE)","volume":"20 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":"126493560","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 Metalearning Approach to Personalized Automatic Assessment of Rectilinear Sketches","authors":"Laura M. Cruz Castro, S. Ray, H. Merzdorf, K. Douglas, T. Hammond","doi":"10.1109/FIE49875.2021.9637255","DOIUrl":"https://doi.org/10.1109/FIE49875.2021.9637255","url":null,"abstract":"Sketchtivity is a stylus-based intelligent tutoring system that can help instructors automatically provide feedback to their students, saving them the time and effort of providing personalized feedback themselves. The system uses a generic evaluation of perspective, direction, and accuracy to give students feedback on the quality of their sketches. If instructors want to personalize the metrics, the system would require them to provide multiple sets of samples. Therefore, instructors may use instructional team members such as teaching and graduate teaching assistants to provide feedback on the required samples. Compared to that of assistants, the feedback they produce might vary due to expertise and create noise in the training data. To address this problem, we implement a deep neural network that leverages learning to reweight algorithms. The data collected by the instructor from undergraduate and graduate-level rectilinear perspectives sketching is considered the validated sample. In this study, we analyzed the training size requirement for a Multi-Layer Perceptron (MLP) to accurately predict whether or not a stroke was a perspective stroke. We observed that the training data required to predict stroke accuracy is small. In addition, the performance of the algorithm in terms of accuracy was good even under extreme conditions such as having highly unbalanced data and having a small valid set of data. The results from the study support the use of these types of algorithms for future system personalizing to support scalable feedback systems in education.","PeriodicalId":408497,"journal":{"name":"2021 IEEE Frontiers in Education Conference (FIE)","volume":"201 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":"123028650","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":"Is MIDFIELD for me? Exploring the Multiple Institution Database for Investigating Engineering Longitudinal Development","authors":"S. Lord, Marisa K. Orr, M. Ohland, Russell A. Long, R. Layton","doi":"10.1109/FIE49875.2021.9637270","DOIUrl":"https://doi.org/10.1109/FIE49875.2021.9637270","url":null,"abstract":"The Multiple Institution Database for Investigating Engineering Longitudinal Development (MIDFIELD) is a unique research resource offering student record data at an unprecedented scale. This special session aims to introduce participants to MIDFIELD including the data that it contains and some key results from research using MIDFIELD, explore how to conduct research with such a resource, and explain how participants can access MIDFIELD. Understanding what data is available in MIDFIELD and how to access it will help researchers decide if this is a useful resource for their own research.","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":"122272643","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":"Jump in the Shark Tank to Improve Your Teaching","authors":"S. Zappe, Stephanie Cutler","doi":"10.1109/FIE49875.2021.9637381","DOIUrl":"https://doi.org/10.1109/FIE49875.2021.9637381","url":null,"abstract":"This special session highlights the Entrepreneurial Mindset for Innovative Teaching (EMIT) initiative at Penn State where faculty are challenged to use entrepreneurial principles to improve and innovate with their teaching. The EMIT academy uses an adaptation of the Business Canvas Model, titled the Entrepreneurial Teaching Module to help guide faculty through this process. Upon completing the model, faculty participate in a “Shark Tank” like experience, which will be recreated as part of this special session.","PeriodicalId":408497,"journal":{"name":"2021 IEEE Frontiers in Education Conference (FIE)","volume":"50 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":"126774025","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":"Integrating cooperative learning principles into the engineering design process: A mixed-methods study at first-year undergraduate engineering","authors":"Preethi Baligar, Rohit Kandakatla, Gopalkrishna Joshi, A. Shettar","doi":"10.1109/FIE49875.2021.9637161","DOIUrl":"https://doi.org/10.1109/FIE49875.2021.9637161","url":null,"abstract":"This work-in-progress research paper aims to integrate cooperative learning principles into the engineering design process. The context of the study is an interdisciplinary, design-experiences course at first-year undergraduate engineering in India. Under the Indian schooling systems, the incoming first-year engineering students do not have any prior practice in intensive and protracted problem-solving and team-based experiences. Thus, when these students encounter their first design-experiences course, we cannot assume that the students will be able to self-organize their learning, apply new knowledge to the problem-solving contexts and effectively function in teams while meeting the outcomes of design problem-solving. The proposed study investigates the research question: How does integrating cooperative learning principles during engineering design phases impact the problem solver's knowledge of teamwork and taskwork, team effectiveness and team performance? The objective of the proposed work is to integrate Cooperative learning principles during the initial tasks of problem-definition and information gathering and investigate its impact on students in terms of their teamwork knowledge, taskwork knowledge, team effectiveness and team performance. The study follows a quasi-experimental research design with an embedded qualitative strand. The core design of Convergent parallel design is embedded in experimental research design. The detailed methodology is described in this work.","PeriodicalId":408497,"journal":{"name":"2021 IEEE Frontiers in Education Conference (FIE)","volume":"5 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":"114207745","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":"The “Muddiest Point” in Undergraduate Research: A Survey on Students and Faculty about Existing Challenges","authors":"Yuezhou Wang, J. Karlin","doi":"10.1109/FIE49875.2021.9637385","DOIUrl":"https://doi.org/10.1109/FIE49875.2021.9637385","url":null,"abstract":"This work-in-progress (WIP) research paper presents a plan and discusses some preliminary efforts to study the existing challenges of STEM undergraduate research (UR) from both faculty mentors' and students' perspectives. The benefits for undergraduate students to conduct research activities are well recognized by engineering educators. However, challenges to engage more novice researchers and to create values still exist, especially in primarily undergraduate institutes (PUI) where research resources may be limited. Other possible difficulties include misconception of research, time commitment, disengagement with mentors and lack of technical preparation. The goal of this project is to further investigate and identify these issues by a direct interaction with participants at multiple PUIs. Through one-on-one interviews, we will hear the voices from student participants regarding their experience in UR, such as common misunderstandings, motivation, typical learning curves and impact on the careers. For faculty mentors, the focus is their reflections on the recruitment process and mentoring experiences. Using snowball recruitment that starts from the authors' own institution, we will reach out to participants at other PUIs based on our professional contacts, as well as local and national research conferences (e.g., Undergraduate Research Symposium and National Conference on Undergraduate Research). The firsthand information will ultimately help us address these potential challenges by developing a more personalized training program that aims to enhance students' preparedness and performance in research. We also envision the project itself will facilitate more productive conversations between faculty mentors and students.","PeriodicalId":408497,"journal":{"name":"2021 IEEE Frontiers in Education Conference (FIE)","volume":"116 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":"121006007","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":"Oral exams for large-enrollment engineering courses to promote academic integrity and student engagement during remote instruction","authors":"M. Lubarda, N. Delson, Curt Schurgers, M. Ghazinejad, Saharnaz Baghdadchi, Alex Phan, Mia Minnes, Josephine Relaford-Doyle, Leah Klement, Carolyn L. Sandoval, Hui Qi","doi":"10.1109/FIE49875.2021.9637124","DOIUrl":"https://doi.org/10.1109/FIE49875.2021.9637124","url":null,"abstract":"This work-in-progress paper presents an innovative practice of using oral exams to maintain academic integrity and promote student engagement in large-enrollment engineering courses during remote instruction. With the abrupt and widespread transition to distance learning and assessment brought on by the COVID-19 pandemic, there has been a registered upsurge in academic integrity violations globally. To address the challenge of compromised integrity, in the winter quarter of 2021 we have implemented oral exams across six mostly high-enrollment mechanical and electrical engineering undergraduate courses. We present our oral exam design parameters in each of the courses and discuss how oral exams relate to academic integrity, student engagement, stress, and implicit bias. We also address the challenge of scalability, as most of our oral exams were implemented in large classes, where academic integrity and student-instructor disconnection have generally gotten disproportionately worse during remote learning. Our survey results indicate that oral exams have positively contributed to academic integrity in our courses. Based on our preliminary study and experiences, we expect oral exams can be effectively leveraged to hinder cheating and foster academic honesty in students, even when in-person instruction and assessment resumes.","PeriodicalId":408497,"journal":{"name":"2021 IEEE Frontiers in Education Conference (FIE)","volume":"9 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":"121050309","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":"Automation of assessment and feedback in IT teaching from the teaching staff perspective","authors":"Eerik Muuli, M. Lepp, R. Palm, P. Luik","doi":"10.1109/FIE49875.2021.9637290","DOIUrl":"https://doi.org/10.1109/FIE49875.2021.9637290","url":null,"abstract":"Information technology (IT) has been a popular specialty among high-school graduates for quite some time. As the number of entrants continues to grow year-by-year, the load on teaching staff also increases. Automation of teaching activities can be used to alleviate the high workload resulting from courses with hundreds of students. The aim of this study is to ascertain the processes that could be automated in the context of assessment and feedback. To gather ideas, eight one-hour mini-group interviews were conducted at the Institute of Computer Science, the University of Tartu, with 17 faculty members responsible for teaching IT courses. A qualitative approach was used for classifying the proposed ideas related to the automated assessment and automated feedback. Five main categories connected to automated assessment emerged from analyzing the codes generated based on the interviews using qualitative content analysis: use of automated assessment, instructor-related topics, negative effect on students, improvements of automated assessment, and technical concerns. Regarding automated feedback, three main categories emerged: feedback for teachers, feedback for students, and feedback for both teachers and students. The classification of ideas was used as an input for designing a schema displaying the current automated assessment system with all the potential additions suggested by the faculty members showing how, if and where exactly the proposed ideas would fit. We believe that the ideas and improvements related to automated assessment and feedback in this study, in conjunction with the detailed clarification of the process, can be a useful input for other institutes. The results will be used as a basis for implementing and improving the automation tools used hand in hand with teaching by the faculty members.","PeriodicalId":408497,"journal":{"name":"2021 IEEE Frontiers in Education Conference (FIE)","volume":"58 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":"116084981","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 literature overview of differences between engineering education and other disciplinary education","authors":"M. van den Bogaard, Ibrahim H. Yeter, Johannes Strobel","doi":"10.1109/FIE49875.2021.9637143","DOIUrl":"https://doi.org/10.1109/FIE49875.2021.9637143","url":null,"abstract":"This work-in-progress reports on a project to establish differences between STEM education, and specifically Engineering Education, and other education fields/disciplines based on empirical observations. In this study we report on first steps towards a literature overview of such differences and on the development of an analytical framework to analyze the publications.","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":"115739495","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":"Content analysis of the Faculty of Technology's curriculum - addressing the dimensions of multidisciplinarity, industry collaboration and sustainability","authors":"C. I. Sedano, Sari Stenvall-Virtanen","doi":"10.1109/FIE49875.2021.9665650","DOIUrl":"https://doi.org/10.1109/FIE49875.2021.9665650","url":null,"abstract":"The improvement and actualisation of university curriculums, within engineering education, is critical in preparing future talents who, in turn, will address national and global challenges. Qualified researchers and teachers are constantly updating their knowledge and skills to impart state of the art information to students. The description of courses, as included in a curriculum, presents students' first contact point with a particular discipline. Furthermore, information delivered through the course descriptions presents a summarised version of the knowledge offered by that faculty to its community. Therefore, a well formulated description of each course is the first important step towards clear communication amongst experts in the discipline, students and other faculty members. This paper describes a curriculum content analysis of eight master of science programmes: five within the domain of Information and Communication Technology, three within Computer Science and one minor programme, all of them offered by the Department of Computing, which it is within the Faculty of Technology, University of Turku, Finland. The total number of courses enclosed in the study is 123. During the content analysis, researchers addressed: multidisciplinarity, industry collaboration and sustainability in the curriculum. These three aspects represent key strategies embraced by the University of Turku. The researchers employed content and discourse analysis to study written and spoken language in relation to its context. The findings of this study offer a holistic view as to the diversity of disciplinary knowledge offered by the programmes. Additionally, the results highlight the fact that information communicated by the written curriculum course descriptions needed to improve as some descriptions were confusing and/or ambivalent. Furthermore, only a very few courses explicitly offer keywords which link the content matter to the University of Turku's strategies, as addressed in the study. Based on the findings, this paper offers suggestions on how to better support curriculum work and consequently connect to core university strategies through improving the quality of course descriptions.","PeriodicalId":408497,"journal":{"name":"2021 IEEE Frontiers in Education Conference (FIE)","volume":"68 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":"121688094","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}