2019 IEEE Frontiers in Education Conference (FIE)最新文献_第6页

Debugging: The key to unlocking the mind of a novice programmer? 调试:打开新手程序员思维的钥匙?

2019 IEEE Frontiers in Education Conference (FIE) Pub Date : 2019-10-01 DOI: 10.1109/FIE43999.2019.9028699

Tony Lowe

引用次数: 8

Graduate Engineering Students Changing Labs Due to Experiences of Bias 因偏见经历而换实验室的工程研究生

2019 IEEE Frontiers in Education Conference (FIE) Pub Date : 2019-10-01 DOI: 10.1109/FIE43999.2019.9028483

M. Bahnson, M. Wyer, C. Cass, Adam Kirn

{"title":"Graduate Engineering Students Changing Labs Due to Experiences of Bias","authors":"M. Bahnson, M. Wyer, C. Cass, Adam Kirn","doi":"10.1109/FIE43999.2019.9028483","DOIUrl":"https://doi.org/10.1109/FIE43999.2019.9028483","url":null,"abstract":"This WIP research paper describes the experiences of engineering graduate students (EGSs) who changed labs following experiences of bias in graduate engineering education. Experiences of bias may contribute to EGS leaving the field of engineering. As part of a larger multiphase research project to explore the influence of bias on EGS engineering identity (EI), qualitative interviews (n = 30) were conducted exploring EGSs’ experiences of bias. These interviews engaged participants in discussions about their social and personal identities (e.g., sex, race/ethnicity) and explored their perceptions of and experiences with bias. This study focuses on four participants who discussed changing research labs in response to experiences of bias. This paper describes data from these participants as it relates to their experiences of bias, lab change, and differences in their new labs, highlighting the nature of bias experiences and their pervasive effects. Participants described experiences of bias leading them to change their research lab. They reported experiences with advisors, peers, and other faculty that made them feel unwelcome in engineering as a field due to their race or gender. Feelings of not belonging in a lab led this sample of EGS to change labs in an attempt to remain in engineering while removing themselves from negative experiences. We argue that institutions should provide opportunities, understanding, and guidance for students to change labs, and briefly discuss how this might be accomplished. Overall, we offer a perspective that has not been explored in the engineering education literature – specifically, changing labs as an alternative to dropping out or leaving the field in response to experiences of bias.","PeriodicalId":6700,"journal":{"name":"2019 IEEE Frontiers in Education Conference (FIE)","volume":"89 1","pages":"1-5"},"PeriodicalIF":0.0,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83866548","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

Engineering Disciplinary Interests by Gender and Parental Level of Education 按性别和父母教育程度划分的工程学科兴趣

2019 IEEE Frontiers in Education Conference (FIE) Pub Date : 2019-10-01 DOI: 10.1109/FIE43999.2019.9028611

Dina Verdín, Allison Godwin

{"title":"Engineering Disciplinary Interests by Gender and Parental Level of Education","authors":"Dina Verdín, Allison Godwin","doi":"10.1109/FIE43999.2019.9028611","DOIUrl":"https://doi.org/10.1109/FIE43999.2019.9028611","url":null,"abstract":"This research category work-in-progress paper uses cross-sectional data, collected in the fall of 2017, to understand first-generation and continuing-generation college students’ intended choice of an engineering major. Data for this analysis came from a large-scale survey of 3,711 first-year engineering students from 32 U.S. institutions of which 790 students identified as first-generation college students and 2,072 identified as having one or more parent(s) with a bachelor’s degree or higher (continuing-generation college students). A Welch’s t-test was used to examine the differences in engineering major selection between and within groups. Results from the within-group comparison show that men and women, who are first-generation college students, have similar disciplinary interest as reported in the ASEE Engineering by the Numbers. Most notably women first-generation college students were more likely to choose biomedical, chemical engineering, and other STEM-related degree compared to men first-generation college students. When analyzing the data by gender and examining college generation group differences, we found that women first-generation college students were more likely to choose, civil, computer, construction management, electrical engineering, computer science and, information technology compared to women in the other group. While men first-generation college students were more likely to choose construction management, electrical engineering compared to men in the other group. Enrollment trends of first-generation college students in engineering are difficult to determine, this study provides a first step towards understanding the fields that attract these students.","PeriodicalId":6700,"journal":{"name":"2019 IEEE Frontiers in Education Conference (FIE)","volume":"39 1","pages":"1-5"},"PeriodicalIF":0.0,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82782178","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

The Group Level Contextual Support of IT Self-Efficacy on Individual's Choice to Major in IT: A Multilevel Examination of the Rising Tide Raises All Boats Axiom IT自我效能对个人IT专业选择的群体层面语境支持:涨潮涨船公理的多层次检验

2019 IEEE Frontiers in Education Conference (FIE) Pub Date : 2019-10-01 DOI: 10.1109/FIE43999.2019.9028472

Julie A. Rursch, A. Luse

引用次数: 1

What Students Learn and Take Away from a Student-Centered Course on Communication and Professional Skills: Analyzing the Content of Students’ Self-Evaluations 学生从以学生为中心的沟通与专业技能课程中学到什么:学生自我评价内容分析

2019 IEEE Frontiers in Education Conference (FIE) Pub Date : 2019-10-01 DOI: 10.1109/FIE43999.2019.9028432

R. Motschnig, Elisabeth Geiderer

{"title":"What Students Learn and Take Away from a Student-Centered Course on Communication and Professional Skills: Analyzing the Content of Students’ Self-Evaluations","authors":"R. Motschnig, Elisabeth Geiderer","doi":"10.1109/FIE43999.2019.9028432","DOIUrl":"https://doi.org/10.1109/FIE43999.2019.9028432","url":null,"abstract":"This Full Paper in the Research-To-Practice Category illustrates what a qualitative content analysis of students’ online self-evaluations revealed about students’ perceived learning and take-away from a student-centered, technology enhanced course on communication and professional skills. The course was offered in a computer science program as part of the Masters’ program. As there is no doubt that graduates benefit from having developed advanced professional skills, it seems worthwhile to explore the ways to promote such skills effectively. In this paper we aim to share the insights we gained from performing a qualitative content analysis of students’ written self-evaluations. These insights are twofold: getting to know the students’ views about their learning and reflecting on the practice and information revealed by employing a qualitative content analysis. The findings indicate that a single student-centered course has the potential to motivate students to become better listeners, extend their perspective, and actively work on improving their interaction, even across cultural boundaries. With these findings in mind, we aim to share engaging and challenging educational practice and inspire, encourage, and call to action educators in the field of mediating professional skills in technically-focused curricula.","PeriodicalId":6700,"journal":{"name":"2019 IEEE Frontiers in Education Conference (FIE)","volume":"17 1","pages":"1-9"},"PeriodicalIF":0.0,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88867665","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

Developing a Common Mentoring Protocol for ERC Summer Programs Using “As-is, Should-be and To-be” Process 采用“现状、现状和未来”流程为ERC暑期项目制定通用指导协议

2019 IEEE Frontiers in Education Conference (FIE) Pub Date : 2019-10-01 DOI: 10.1109/FIE43999.2019.9028446

Zhen Zhao

引用次数: 0

Exploring critical factors related to reflection, engagement and self-directed learning 探索与反思、参与和自主学习相关的关键因素

2019 IEEE Frontiers in Education Conference (FIE) Pub Date : 2019-10-01 DOI: 10.1109/FIE43999.2019.9028546

E. Pacheco-Velázquez, Sandra Marlene Viscarra-Campos

引用次数: 2

A lecturer profile categorization for evaluating education practice quality 一种评价教学实践质量的讲师简介分类方法

2019 IEEE Frontiers in Education Conference (FIE) Pub Date : 2019-10-01 DOI: 10.1109/FIE43999.2019.9028585

D. López

引用次数: 0

Computational glossary in LIBRAS: an experience in undergraduate program of Information Systems LIBRAS中的计算词汇表:信息系统本科课程的经验

2019 IEEE Frontiers in Education Conference (FIE) Pub Date : 2019-10-01 DOI: 10.1109/FIE43999.2019.9028357

Rafael Pinto Granada, S. Botelho, Regina Barwaldt, Maicon Douglas Lussanrriaga, Naraína Zerwes Gentil, D. Espíndola

{"title":"Computational glossary in LIBRAS: an experience in undergraduate program of Information Systems","authors":"Rafael Pinto Granada, S. Botelho, Regina Barwaldt, Maicon Douglas Lussanrriaga, Naraína Zerwes Gentil, D. Espíndola","doi":"10.1109/FIE43999.2019.9028357","DOIUrl":"https://doi.org/10.1109/FIE43999.2019.9028357","url":null,"abstract":"The deaf have conquered rights in the area of education and, in recent years, with the increase of the enrollment of deaf people in higher education institutions, there is a need to develop new signs in Brazilian Sign Language (LIBRAS) for specific technical terms of several areas of knowledge and related to computing this scenario is no different. Motivated by the entrance of a deaf student in Information Systems undergraduate program of a Public Institution located in the south of Brazil, this work aims to elaborate technical signals of the Information System courses in LIBRAS and to develop a glossary with an interface adapted for the deaf. The construction of this repository of signs in LIBRAS is based on Vygotsky, who worked on defectology and emphasized the use of signs and symbols for the individual’s cognitive development. The deaf student used the glossary in the classroom, which allowed a better understanding of the contents presented. Pedagogical evaluation was performed through descriptive analysis and data collection using the intensive direct observation method and questionnaires. The computational glossary in deaf education presents the potential to develop the capacities that are deprived by the existing communication difficulties, allowing interaction between deaf students, teachers and interpreters.","PeriodicalId":6700,"journal":{"name":"2019 IEEE Frontiers in Education Conference (FIE)","volume":"18 1","pages":"1-5"},"PeriodicalIF":0.0,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89954482","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

Infographics as a Reflective Assignment Method in Requirements Engineering e-Course? 信息图作为需求工程电子课程的反思性作业方法?

2019 IEEE Frontiers in Education Conference (FIE) Pub Date : 2019-10-01 DOI: 10.1109/FIE43999.2019.9028528

Anneli Heimbürger, Ville Isomöttönen

{"title":"Infographics as a Reflective Assignment Method in Requirements Engineering e-Course?","authors":"Anneli Heimbürger, Ville Isomöttönen","doi":"10.1109/FIE43999.2019.9028528","DOIUrl":"https://doi.org/10.1109/FIE43999.2019.9028528","url":null,"abstract":"Our Work in Progress Paper in Innovative Practice Category focuses on how learners’ experience use of infographics in advanced level e-course on requirements engineering (RE). Infographics are visual representations of information in such a way that information can be easily understood at a glance. Most of the previous infographics studies have been conducted in the context of inquiry learning. To complement this research, we studied how learners experience use of infographics as a method for reflective assignment and hence if the usage of infographics supported conceptualization about RE. We adopted a qualitative content analysis approach, applying thematic network analysis to the data received from five case learners. This approach proposes graphical networks as an aid for analyzing and synthesizing qualitative data into basic, organizing, and global themes. The thematic network analysis produced two global, seven organizational, and 53 basic themes. The global themes were named “Visual literacy” and “Conceptualization”. In addition, the e-course supervisor evaluated learners’ infographics according to assessment criteria. Based on these analyses, learners can, using infographics, concentrate on essential topics, distill information, and develop their skills for visual literacy and conceptualization. The results suggest that infographics can be successfully utilized in reflective courses assignments that are typically produced as linear texts.","PeriodicalId":6700,"journal":{"name":"2019 IEEE Frontiers in Education Conference (FIE)","volume":"121 1","pages":"1-5"},"PeriodicalIF":0.0,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76675492","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