6,553 results
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52. Call for Papers Special Issue on University/Industry Interaction
- Published
- 1984
- Full Text
- View/download PDF
53. Call for Papers Special Issue: Developing the Ability to Communicate
- Published
- 1983
- Full Text
- View/download PDF
54. The Institute of Electrical and Electronics Engineers Transactions on Education Best Paper Award for 1976
- Published
- 1977
- Full Text
- View/download PDF
55. Call for Papers IEEE Transactions on Education Special Issue on Optics Education May 1980
- Published
- 1979
- Full Text
- View/download PDF
56. Call for Papers Special Issue of IEEE Transactions on Education On Circuits and Systems: Research and Education
- Published
- 1987
- Full Text
- View/download PDF
57. Call for Papers Special Issue on University/Industry Interaction
- Published
- 1985
- Full Text
- View/download PDF
58. Call for Papers Special Issue: Microcomputers in Engineering Education
- Published
- 1984
- Full Text
- View/download PDF
59. The Institute of Electrical and Electronics Engineers Transactions on Education Best Paper Award for 1975
- Published
- 1976
- Full Text
- View/download PDF
60. A Position Paper on Guidelines for Electrcal and Computer Engineering Education
- Author
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Bennett, A. Wayne, primary
- Published
- 1986
- Full Text
- View/download PDF
61. Personalized Assessment as a Means to Mitigate Plagiarism.
- Author
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Manoharan, Sathiamoorthy
- Subjects
PLAGIARISM ,INDIVIDUALIZED instruction ,PROBLEM solving ,STUDENT cheating ,SERVICE-oriented architecture (Computer science) - Abstract
Although every educational institution has a code of academic honesty, they still encounter incidents of plagiarism. These are difficult and time-consuming to detect and deal with. This paper explores the use of personalized assessments with the goal of reducing incidents of plagiarism, proposing a personalized assessment software framework through which each student receives a unique problem set. The framework not only auto-generates the problem set but also auto-marks the solutions when submitted. The experience of using this framework is discussed, from the perspective of both students and staff, particularly with respect to its ability to mitigate plagiarism. A comparison of personalized and traditional assignments in the same class confirms that the former had far fewer observed plagiarism incidents. Although personalized assessment may not be cost-effective in all courses (such as language courses), it still can be effective in areas such as mathematics, engineering, science, and computing. This paper concludes that personalized assessment is a promising approach to counter plagiarism. [ABSTRACT FROM PUBLISHER]
- Published
- 2017
- Full Text
- View/download PDF
62. Empirical Evidence of the Usage of Programming Languages in the Educational Process.
- Author
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Vinueza-Morales, Mariuxi, Borrego, Diana, A. Galindo, Jose, and Benavides, David
- Subjects
PROGRAMMING languages ,EDUCATIONAL attainment ,FOREIGN language education - Abstract
Contribution: A systematic literature review on the empirical evidence regarding the usage of programming languages for learning purposes is presented. The review analyzes different methods and tools at different educational levels and with different objectives. Background: Learning programming has gained relevance in the last decade. This is due to the massive presence of programmable elements ranging from computers to toys. Because of this, the interest of researchers on this topic has increased. Questions, such as what to use, in what educational stages to use it, the effectiveness of the method, and the focal objectives for learning programming are questions that do not have obvious answers. Research Questions: 1) What empirical evidence exists on the use of educational programming languages (EPLs)? 2) In what context is the research performed? 3) How is effectiveness reported in the literature after applying EPLs? 4) What pedagogical goals are achieved by using EPLs? Methodology: Following a formal protocol, automated searches were performed for primary studies from 2007 to 2018. A total of 62 studies were identified, of which 29 were selected and analyzed since they include some type of empirical evidence. Findings: After performing the evaluation, the results support the need for better approaches with empirical evidence when reporting research on the usage of EPLs. Some research opportunities are identified which concerns the used programming languages, the areas or stages of their application, or the need to have more empirical evidence in general and more studies in non-WEIRD (Western, educated, industrialized, rich, and democratic) contexts. [ABSTRACT FROM AUTHOR]
- Published
- 2021
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63. Frontiers in Education (FIE) at 50: Advancing Computing and Engineering Education.
- Author
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Nwokeji, Joshua C. and Bego, Campbell R.
- Subjects
ENGINEERING education ,EDUCATIONAL sociology ,EDUCATION research ,EDUCATORS ,RESEARCH methodology - Abstract
This Special Issue is a product of the collaboration between the Frontiers in Education (FIE) Conference and the IEEE Transactions on Education (IEEE ToE) Journal, both known for producing high-impact, peer-reviewed scholarly publications. FIE was founded in 1971 by the IEEE Education Society, joined by the ASEE Educational Research and Methods (ERM) division in 1973, and supported by the IEEE Computer Society since 1995. From its inception, FIE has been a vibrant hub for international computing and engineering educators and professionals to exchange ideas, network, and communicate quality research. [ABSTRACT FROM AUTHOR]
- Published
- 2022
- Full Text
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64. Guest Editorial Special Issue on Computing in Engineering.
- Author
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Soh, Leen-Kiat and Cooper, Stephen
- Subjects
CLOUD computing ,ACTIVE learning ,ENGINEERING education ,EDUCATIONAL technology ,ELECTRIC circuits - Abstract
With the increasing ubiquity of computing, more engineering programs now require their students to take one or more computing courses. At institutions where significant numbers of engineering students take computer courses, computing instructors and educators often assume roles that have them teaching their computing courses for non-majors as service courses, dealing with students with diverse backgrounds and varied motivations. Although teaching computing courses to non-majors is not new, the increasing importance of computing in future undergraduate engineering curricula poses new challenges. In this Special Issue, four of the papers offer insight into, and give evidence of, teaching computing to engineering students; the fifth paper investigates computational modeling abilities in conceptual understanding of electric circuits. [ABSTRACT FROM AUTHOR]
- Published
- 2018
- Full Text
- View/download PDF
65. Comparing Online to Face-to-Face Delivery of Undergraduate Digital Circuits Content.
- Author
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LaMeres, Brock J. and Plumb, Carolyn
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FACE-to-face communication ,DIGITAL electronics ,UNDERGRADUATES ,LOGIC circuits ,STUDENTS ,MICROPROCESSORS - Abstract
This paper presents a comparison of online to traditional face-to-face delivery of undergraduate digital systems material. Two specific components of digital content were compared and evaluated: a sophomore logic circuits course with no laboratory, and a microprocessor laboratory component of a junior-level computer systems course. For each of these, a baseline level of student understanding was evaluated when they were being taught using traditional, face-to-face delivery. The course and lab component were then converted to being fully online, and the level of student understanding was again measured. In both cases, the same purpose-developed assessment tools were used to carry out the measurement of understanding. This paper presents the details of how the course components were converted to online delivery, including a discussion of the technology used to accomplish remote access of the electronic test equipment used in the laboratory. A comparison is then presented between the control and the experimental groups, including a statistical analysis of whether the delivery approach impacted student learning. Finally, student satisfaction is discussed, and instructor observations are given for the successful remote delivery of this type of class and laboratory. [ABSTRACT FROM PUBLISHER]
- Published
- 2014
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66. Equal But Not Equitable: Self-Reported Data Obscures Gendered Differences in Project Teams.
- Author
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Hirshfield, Laura J.
- Subjects
GENDER differences (Psychology) ,PROJECT method in teaching ,TASK analysis (Education) ,MALE domination (Social structure) ,WOMEN ,ELECTRICAL engineering - Abstract
Contribution: This paper argues for a shift in how students’ team project experiences are assessed. Findings from this paper suggest that it is not enough to consider student-reported data in assessing team dynamics; hidden gendered behavior may be impacting students in ways that students do not realize or report. Background: Although the number of women in engineering is rising, difficulties still exist for female students in electrical engineering and computer science, particularly in team projects. Male and female students may have very different project experiences, due to differing levels of confidence/self-efficacy, difficult team dynamics, or inequitable task division. Research Questions: This paper aimed to elucidate what differences exist in the project experience between male and female students, considering self-reported measures (engineering confidence/self-efficacy, time spent on task, and team satisfaction) and observational study. Methodology: Students completed pre/post-project surveys, weekly logs, and post-project interviews to report and discuss their engineering confidence/self-efficacy, project task selection, and team satisfaction. This paper reports a case study of one student team, observed by a researcher throughout the project course. Findings: While student-reported data implied a lack of gender division (male and female students had the same levels of confidence, completed the same project tasks, and were similarly satisfied with their teams), the observational study implied that the student-reported data may not be telling the whole story. Given the difficult team dynamics observed in the student team (but not reported by students), findings suggest that difficult gender dynamics may go unrecognized by students. [ABSTRACT FROM AUTHOR]
- Published
- 2018
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67. DSP-Based Hands-On Laboratory Experiments for Photovoltaic Power Systems.
- Author
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Muoka, Polycarp I., Haque, Md. Enamul, Gargoom, Ameen, and Negnetvitsky, Michael
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PHOTOVOLTAIC cells ,DIGITAL signal processing ,ELECTRIC power systems ,ELECTRIC potential ,ENERGY conservation ,LOGIC circuits - Abstract
This paper presents a new photovoltaic (PV) power systems laboratory module that was developed to experimentally reinforce students' understanding of design principles, operation, and control of photovoltaic power conversion systems. The laboratory module is project-based and is designed to support a renewable energy course. By using MATLAB real-time software tools in combination with digital signal processor (DSP) hardware tools, the module enables students to: 1) design and build dc–dc and dc–ac power converters; 2) design and implement control algorithms for maximum power point tracking (MPPT) and voltage and current regulation; and 3) design and fabricate a printed circuit board for voltage and current sensing, isolation, and gate driving. In these hands-on experiments, by designing and building their hardware and software integrated systems themselves, students learn by doing and experience the engineering transformative process of building a product out of an idea. This paper is motivated by the dearth of literature on the application of project-based learning methodology to PV systems. The module description, the pedagogical and evaluation methodologies adopted, and reflections on the implementations are discussed. [ABSTRACT FROM PUBLISHER]
- Published
- 2015
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68. A Short Study on the Validity of Miller's Theorem Applied to Transistor Amplifier High-Frequency Performance.
- Author
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Schubert Jr, Thomas F. and Kim, Ernest M.
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TRANSISTOR amplifiers ,THEORY of knowledge ,SIMULATION methods & models ,METHODOLOGY - Abstract
The use of Miller's Theorem in the determination of the high-frequency cutoff frequency of transistor amplifiers was recently challenged by a paper published in this TRANSACTIONS. Unfortunately, that paper provided no simulation or experimental resuIts to bring credence to the challenge or to validate the alternate method of determination proposed. This paper provides SPICE simulation results that validate the common usage of Miller's Theorem, limit the alternate method provided in that recent paper to a very small class of amplifiers, and reinforce the need to consider transistor amplifiers as two-pole systems. [ABSTRACT FROM AUTHOR]
- Published
- 2009
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69. Experimental Validation of the Learning Effect for a Pedagogical Game on Computer Fundamentals.
- Author
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Sindre, Guttorm, Natvig, Lasse, and Jahre, Magnus
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VIDEO games ,LEARNING ,STUDENT attitudes ,TEXTBOOKS ,ELECTRONIC games - Abstract
The question/answer-based computer game Age of Computers was introduced to replace traditional weekly paper exercises in a course in Computer Fundamentals in 2003. Questionnaire evaluations and observation of student behavior have indicated that the students found the game more motivating than paper exercises and that a majority of the students also perceived the game to have a higher learning effect than paper exercises or textbook reading. This paper reports on a controlled experiment to compare the learning effectiveness of game play with traditional paper exercises, as well as with textbook reading. The results indicated that with equal time being spent on the various learning activities, the effect of game play was only equal to that of the other activities, not better. Yet this result is promising enough, as the increased motivation means that students work harder in the course. Also, the results indicate that the game has potential for improvement, in particular with respect to its feedback on the more complicated questions. [ABSTRACT FROM AUTHOR]
- Published
- 2009
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70. The Role of Prosocial Goal Congruity on Student Motivation in Electrical Engineering.
- Author
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Lameres, Brock J., Burns, Maxwell S., Thoman, Dustin B., and Smith, Jessi L.
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ELECTRICAL engineers ,ACADEMIC motivation - Abstract
Contribution: Prior studies on goal congruity show that students are more motivated to pursue careers that allow them to work with and help others and give back to their community (i.e., careers that afford prosocial value). This paper discovers this same pattern in electrical engineering (EE) and discovers that prosocial affordance beliefs are significantly associated with intensions to persist, while agency beliefs are not. Background: Goal congruity theory finds that people are more motivated to pursue a career if it aligns with values they endorse. This theory can shed light on why some students do not persist in EE because of the stereotype that the profession does not allow working with and helping others. Research Questions: This paper seeks to answer whether EE students perceive the profession as affording prosocial value, and to test associations between prosocial perceptions and motivation to persist in the field. Methodology: The first study in this paper was conducted on students in an introductory EE course ($n\,\,= 79$) that measured affordance beliefs about the EE profession and tested associations with intensions to persist. The second study compared affordance beliefs and trait endorsements held by students in the introductory level course with those in an advanced EE courses ($n\,\,=51$). Findings: Mediation analysis revealed that the more novice students believe that EE allows them to fulfill prosocial goals, the greater their persistence intentions (95% CI: 0.01 to 0.34). This analysis also showed that agency beliefs were not strongly associated with persistence intensions. [ABSTRACT FROM AUTHOR]
- Published
- 2019
- Full Text
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71. Effects of New Supportive Technologies for Blind and Deaf Engineering Students in Online Learning.
- Author
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Batanero, Concha, de-Marcos, Luis, Holvikivi, Jaana, Hilera, Jose Ramon, and Oton, Salvador
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ENGINEERING students ,BLIND students ,STUDENTS with disabilities ,DIGITAL communications ,ONLINE education ,TELECOMMUNICATION systems - Abstract
Contribution: A redesign of the Moodle platform to adapt digital educational content [learning objects (LOs)] to the specific needs of students with disabilities. The approach, extendable to a range of disciplines, was empirically tested with blind and deaf engineering students. Background: Previous studies identified difficulties that blind and deaf students face in accessing digital content for learning. General guidelines and specific tools are available to help educators adapt digital content and existing learning platforms for access by students with varying abilities/capacities. Such tools are usually for a specific disability rather than a range of capacities, and few provide empirical evidence of effectiveness. Intended Outcomes: The engineering-related digital content adapted using the techniques described in this paper should enable blind and/or deaf students to use an oscilloscope, understand communication channels, and distinguish the different types of telecommunication networks. Application Design: The Moodle learning platform was adapted using existing e-learning accessibility standards so that digital LOs could be automatically presented in formats accessible to blind and/or deaf students. This model is extendable for other types of disabilities, helping educators adapt existing content for access by students with differing capacities. The teacher adds content (in non-auditory and non-visual formats to describe content otherwise inaccessible to deaf or blind students) and students upload reusable profiles/metadata describing their specific accessibility needs to connect to suitably adjusted content. Findings: Learning improvement with the adjusted platform was evaluated via multiple choice pre- and post-tests. Students’ learning performance improved significantly across all groups: blind (45%), deaf (46.25%) and deaf-blind (87.5%). [ABSTRACT FROM AUTHOR]
- Published
- 2019
- Full Text
- View/download PDF
72. Various Interactive and Self-Learning Focused Tutorial Activities in the Power Electronic Course.
- Author
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Shahnia, Farhad and Yengejeh, Hadi Hosseinian
- Subjects
ELECTRICAL engineering ,POWER electronics ,COMPUTER assisted instruction ,ENGINEERING education ,SCHOOL year ,STUDENT projects ,PROBLEM-based learning - Abstract
Contribution: This paper introduces the real-world limitations and non-technical aspects of power electronics (PEs) projects to students through innovative tutorial activities. Background: Many electrical engineering curricula offer a PE courses (PECs) for third- or fourth-year undergraduate students. Prior research on PEs education mainly focused on improving students’ experimental skills through developing practical experiments, laboratory activities, and problem/project-based learning. An instructional approach that instead employs real-world knowledge and skills is worth evaluating. Intended Outcomes: Students should be able to consider real-world technical and non-technical limitations when applying theory to design PE circuits and converters, and be able to select and carry out appropriate tests to troubleshoot circuits. Application Design: Prior research on engineering education emphasized the importance of introducing real-world limitations to the students as part of their curriculum. This paper suggests that the tutorial activities presented in a PEC can help students acquire skills in designing and troubleshooting a circuit or system according to desired technical aspects, real-world limitations, and available data. Findings: Evidence of the validity of this approach in a PEC at two Australian universities, over four academic years, is provided. Students receiving the new tutorial activities had percentage scores some 10–15 points higher than those who had traditional tutorials. Another evaluation reveals the students’ vibrant participation in the activities during the new tutorial sessions. [ABSTRACT FROM AUTHOR]
- Published
- 2019
- Full Text
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73. Call for Papers 1979 Conference on Frontiers in Education.
- Published
- 1978
- Full Text
- View/download PDF
74. Long Term Effects of Pair Programming.
- Author
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Smith, Max O., Giugliano, Andrew, and DeOrio, Andrew
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COMPUTER science education ,STEM education ,ENGINEERING education ,TEAMS ,ACTIVE learning - Abstract
Contribution: This paper provides evidence for the benefits of pair programming early in the curriculum on student performance later in the curriculum. It also confirms the short term benefits of partnerships at scale. Background: Engineers often work in teams, both in industry and in academia. Previous work has shown that partnered programming yields higher student performance during the course in which students partner. Research Questions: This paper investigates the long term effects of early curriculum pair programming on student performance in a following course. Specifically, do student partnerships impact long-term student performance in a later course? Are previously observed effects of partner programming robust to a larger sample size? Methodology: This quantitative analysis examines 2468 students in an introductory computer science sequence at a large, public research institution. The data set comprises two academic years and includes partnership participation, project and exam scores, withdraw rates, time between courses, GPA, and gender. Findings: A positive relationship is observed between partnering in an introductory course, and higher project scores in a future course, where all students worked alone ( $N = 1003$ ). Students with the lowest GPAs experienced the greatest benefits. Additionally, results with a large population of students confirm the observations of previous research, showing that partnerships are associated with an overall positive grade impact during the course in which the partnership takes place ( $N = 2468$ ). [ABSTRACT FROM AUTHOR]
- Published
- 2018
- Full Text
- View/download PDF
75. Effect of Combined Use of Flipped Learning and Inquiry-Based Learning on a System Modeling and Control Course.
- Author
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Kim, Yeon and Ahn, Changsun
- Subjects
INQUIRY-based learning ,ENGINEERING schools ,UNDERGRADUATE education ,SOCIAL responsibility ,INFERENTIAL statistics - Abstract
Contribution: This paper illustrates how to design and implement curricula in terms of the combined use of flipped learning and inquiry-based learning in an engineering course. Background: Elementary courses in engineering schools are conventional and foundational, and involve a considerable amount of knowledge. Throughout such courses, students are also expected to develop insight, which cannot be obtained by only listening to instructors. Having relevant discussions is also difficult for most instructors. Intended Outcomes: The combined use of flipped learning and inquiry-based learning would be beneficial to broaden student achievement. Application Design: Based on an epistemological approach about knowledge and knowing, this paper applies the combined use of flipped learning and inquiry-based learning to enhance student knowledge and advance ways of thinking on a System Modeling and Control course. Findings: The extended learning time and the collective responsibility for learning are discussed as critical issues in applying the combined use of flipped learning and inquiry-based learning in an engineering school. [ABSTRACT FROM AUTHOR]
- Published
- 2018
- Full Text
- View/download PDF
76. An Approach to the Teaching of Computational Methods in Optimal Control.
- Author
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Burghart, James H.
- Published
- 1968
- Full Text
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77. Self-Efficacy as a Long-Term Outcome of a General Education Course on Digital Technologies.
- Author
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Revelo, Renata A., Schmitz, Christopher D., T. Le, Duyen, and Loui, Michael C.
- Subjects
SELF-efficacy in students ,GENERAL education ,DIGITAL technology ,TEACHERS' assistants ,INFORMATION technology education ,PROJECT method in teaching ,EDUCATION - Abstract
This paper investigates the long-term outcomes of a general education course on digital technologies. Through conducting cross-sectional and longitudinal interviews with students, the authors found that non-engineering students who took this course had notable noncognitive, long-term outcomes. A primary focus of the work reported in this paper was the long-term outcome of self-efficacy. The authors also investigated the sources of self-efficacy for the students in the course. The primary sources of self-efficacy in the course were verbal persuasion and mastery experience. Faculty and teaching assistants were key sources for verbal persuasion. Some students exhibited a “success paradox”: They felt successful in the course even though they failed to meet their initial expectations. The authors also found that a mastery experience, such as working on a final project, can still feel successful when it is mediated by verbal persuasion. This paper can guide faculty in designing or adapting courses to promote student self-efficacy. [ABSTRACT FROM PUBLISHER]
- Published
- 2017
- Full Text
- View/download PDF
78. Toward Modeling the Intrinsic Complexity of Test Problems.
- Author
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Shoufan, Abdulhadi
- Subjects
PROBLEM solving ,PREDICTION models ,COMPUTER engineering ,ELECTRICAL engineering ,BOOLEAN functions - Abstract
The concept of intrinsic complexity explains why different problems of the same type, tackled by the same problem solver, can require different times to solve and yield solutions of different quality. This paper proposes a general four-step approach that can be used to establish a model for the intrinsic complexity of a problem class in terms of solving time. Such a model allows prediction of the time to solve new problems in the same class and helps instructors develop more reliable test problems. A complexity model, furthermore, enhances understanding of the problem and can point to new aspects interesting for education and research. Students can use complexity models to assess and improve their learning level. The approach is explained using the K-map minimization problem as a case study. The implications of this research for other problems in electrical and computer engineering education are highlighted. An important aim of this paper is to stimulate future research in this area. An ideal outcome of such research is to provide complexity models for many, or even all, relevant problem classes in various electrical and computer engineering courses. [ABSTRACT FROM PUBLISHER]
- Published
- 2017
- Full Text
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79. Guest Editorial Special Issue on Transforming Engineering Education
- Author
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Lavi, Rea, Bertel, Lykke Brogaard, and Du, Xiangyun
- Abstract
The transformation of engineering education is necessitated by the crucial need to develop students’ transversal skills, often referred to as “21st century skills,” so they can address complex, global challenges. This special issue accompanies the in-person 9th International Research Symposium for Problem-Based Learning (PBL) on the theme of transforming engineering education, which took place over June 21–23, 2023, in both campuses of Massachusetts Institute of Technology and Harvard School of Engineering and Applied Sciences. The issue features 11 papers selected through a rigorous review process, exploring various approaches and investigations aimed at facilitating the transformation of engineering education. Three themes feature frequently in the special issue, namely, PBL, first-year education, and technology integration in higher education. The guest editors suggest future studies should explore mixed methods research and comparative studies across countries and institutions. They also highlight the need for research into diversity, equity, and inclusion, interdisciplinary education, and pedagogical training for faculty. Overall, the papers in this special issue provide valuable insights and ideas for transforming engineering education, showcasing the global and local efforts being made in this field. The guest editors encourage engineering educators to learn from each other’s experiences and adapt innovative solutions to their own educational contexts. The guest editors acknowledge the transformation of engineering education is a complex process, requiring time, effort, and strategic considerations; yet, this special issue demonstrates the potential for meaningful change.
- Published
- 2023
- Full Text
- View/download PDF
80. Enhancing Conceptual Understanding in Engineering Mathematics Through E-Textbooks
- Author
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Rzyankina, Ekaterina, George, Frikkie, and Simpson, Zach
- Abstract
Background: The COVID-19 pandemic and the shift to digital learning materials have dramatically reduced the use of paper-based textbooks in higher education. In the field of engineering, students need a comprehensive understanding of mathematical concepts, which can be achieved through the use of e-textbooks. These digital learning materials can provide a more comprehensive and effective learning experience by incorporating a variety of multimedia elements, such as audio, visual aids, and interactive features. Rationale/Relevance: Mathematics students are expected to possess critical problem-solving skills, yet they are rarely asked to elaborate on and explain their mathematical reasoning and concepts through written argument in the engineering mathematics classroom. While students may excel in formula manipulation, they may still possess misconceptions about mathematical principles and concepts. A reliance on mechanical and procedural approaches, such as formula application, without proper conceptual understanding can result in serious misunderstandings of mathematics and its real-world applications. Without the ability to reason about mathematical concepts, students may struggle to connect what they are learning in class with real-world scenarios, leading to difficulties in solving practical problems. It is, therefore, crucial to foster conceptual understanding and critical reasoning skills in mathematics education, rather than solely relying on memorisation, in order to equip students with the necessary skills to succeed in their careers. Research Problem/ Research Question: This study will answer the following research question:How effective are e-textbooks in promoting conceptual understanding of engineering mathematics? Aim of the Study/Focus: The purpose of this study is to investigate conceptual learning in engineering mathematics using an e-textbook as a learning tool. Methodology: This qualitative case study explores e-textbooks as adaptive technology, with functionalities that include artificial intelligence allowing students to develop their understanding by interacting with digital text, watching videos of real-world mathematics concepts, and responding to quick quizzes on concepts; as well as practising and mastering further mathematical principles and concepts. It focuses on first-year engineering students and lecturers at a University of Technology in South Africa. The analysis of interview recordings was done with ATLAS.ti. analytical software. Theoretical Framework: The data from this study was analyzed through the lenses of cultural historical activity theory (CHAT) and Vosniadou’s notion of conceptual change, allowing the researchers to explain complex real-world situations that students experience when engaging with the e-textbook to solve mathematics problems. Recommendations: The work presented here has implications for future studies of conceptual learning in mathematics research and may provide opportunities around learning engineering mathematical concepts, particularly in the context of developing countries. This is because it offers novel instructional approaches that are tailored to the specific needs and challenges of these countries.
- Published
- 2024
- Full Text
- View/download PDF
81. Students’ Understanding of Stokes’ Theorem in Vector Calculus
- Author
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Khemane, Thabiso, Pragashni, Padayachee, and Corrinne, Shaw
- Abstract
This study investigates the challenges faced by second-year undergraduate engineering students in understanding Stokes’ theorem in vector calculus, focusing on the misconceptions found in interconnected concepts that form its foundation. Stokes’ theorem involves the application of line integrals, surface integrals, the curl of a vector field, and the flux of a vector field, which are essential for a thorough understanding of the theorem. This article reports on a study conducted to identify these misconceptions through the qualitative and quantitative analysis of the test papers from 47 students at the University of Cape Town who were studying vector calculus. The results reveal difficulties in grasping line integrals, curve parametrization, vectors, curl of a force field, and the projection factor in surface integrals. Our study concludes that proficiency in these underlying concepts is crucial for students to effectively understand Stokes’ theorem, highlighting the need for targeted teaching approaches that address these known difficulties.
- Published
- 2024
- Full Text
- View/download PDF
82. The Institute of Electrical and Electronics Engineers Transactions on Education Best Paper Award for 1980-1981
- Published
- 1982
- Full Text
- View/download PDF
83. Call for Papers Joint Special Issue of IEEE Transactions on Circuits and Systems And IEEE Transactions on Education
- Published
- 1986
- Full Text
- View/download PDF
84. Call for Papers Special Issue of IEEE Transactions on Education On Circuits and Systems: Research and Education
- Published
- 1987
- Full Text
- View/download PDF
85. Call for Papers Joint Special Issue of IEEE Transactions on Circuits and Systems And IEEE Transactions on Education
- Published
- 1987
- Full Text
- View/download PDF
86. The Institute of Electrical and Electronics Engineers Transactions on Education Best Paper Award for 1979-1980
- Published
- 1981
- Full Text
- View/download PDF
87. Recursion Removal as an Instructional Method to Enhance the Understanding of Recursion Tracing.
- Author
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Velazquez-Iturbide, J. Angel, Castellanos, M. Eugenia, and Hijon-Neira, Raquel
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RECURSION theory ,COMPUTER programming ,COMPUTER algorithms ,BIOLOGICAL systems ,MATHEMATICAL models ,ITERATIVE methods (Mathematics) - Abstract
Recursion is one of the most difficult programming topics for students. In this paper, an instructional method is proposed to enhance students' understanding of recursion tracing. The proposal is based on the use of rules to translate linear recursion algorithms into equivalent, iterative ones. The paper has two main contributions: the instructional method itself, and its evaluation, which is based on previous works of other authors on mental models of recursion. As a result, an enhancement was measured in the viability of mental models exhibited by students (both for linear and multiple recursion), but no significant improvement was detected in their skills for designing recursive algorithms. Evidence was also obtained of the fact that many students with (relatively) viable mental models for linear recursion have unviable mental models for multiple recursion. Finally, it was noticed that many students adopt inaccurate mental models if those models are adequate to handle the given algorithm. [ABSTRACT FROM PUBLISHER]
- Published
- 2016
- Full Text
- View/download PDF
88. Motivating Power System Protection Course Students by Practical and Computer-Based Activities.
- Author
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Shahnia, Farhad, Moghbel, Moayed, and Yengejeh, Hadi Hosseinian
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COMPUTERS in education ,ELECTRIC power system protection ,PSYCHOLOGY of students ,COMPUTER simulation ,ACADEMIC achievement - Abstract
This paper presents several methods for motivating students taking a power system protection (PSP) course. The paper reviews the laboratory activities developed for the PSP course at Curtin University, Australia; these methods are applicable and can be used for PSP course instruction at any institution. These activities were developed to improve the learning experience of the electrical engineering undergraduate and postgraduate students enrolled in this course. Initially, the PSP course at Curtin University consisted of lectures and tutorials accompanied by two sessions of software-based simulations and one session of laboratory demonstration. To motivate the students, several computer-based simulations and practical laboratory experiments were developed. PSCAD and ETAP power system analysis software tools are introduced and used to demonstrate the performance and coordination of different protection relays from steady-state and dynamic points of view. Also, a practical setup composed of a LabVolt power system simulator and industrial relays is used to carry out several practical experiments. The experiments help students observe the performance of protection systems for transformers and induction motors during faults and abnormal operating conditions. Finally, the concept of relay testing and commissioning is introduced by relay standalone experiments using a secondary injection relay test set. The results of these activities were evaluated according to the students’ satisfaction, comments, total scores, and interest in PSP. [ABSTRACT FROM PUBLISHER]
- Published
- 2016
- Full Text
- View/download PDF
89. Multi-Role Project (MRP): A New Project-Based Learning Method for STEM.
- Author
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Warin, Bruno, Talbi, Omar, Kolski, Christophe, and Hoogstoel, Frederic
- Subjects
STEM education ,SOFTWARE engineering education ,INTERNET content management systems ,KNOWLEDGE management ,EDUCATION research - Abstract
This paper presents the “Multi-Role Project” method (MRP), a broadly applicable project-based learning method, and describes its implementation and evaluation in the context of a Science, Technology, Engineering, and Mathematics (STEM) course. The MRP method is designed around a meta-principle that considers the project learning activity as a role-playing game based on two projects: a learning project and an engineering project. The meta-principle is complemented by five principles that provide a framework to guide the working practices of student teams: distribution of responsibilities; regular interactions and solicitations within the team; anticipation and continuous improvement; positive interdependence and alternating individual/collective work; and open communication and content management. This paper presents the implementation of MRP in a course teaching software engineering, UML language, and project management. The results show that MRP helped the course's students to acquire important professional knowledge and skills, experience near-real-world professional realities, and develop their abilities to work both in teams and autonomously. [ABSTRACT FROM PUBLISHER]
- Published
- 2016
- Full Text
- View/download PDF
90. Design and Configuration of a Medical Imaging Systems Computer Laboratory Syllabus.
- Author
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Selver, M. Alper
- Subjects
DIGITAL diagnostic imaging ,CURRICULUM ,KNOWLEDGE management ,ENERGY conversion - Abstract
Medical imaging systems (MIS) constitute an important emergent subdiscipline of engineering studies. In the context of electrical and electronics engineering (EEE) education, MIS courses cover physics, instrumentation, data acquisition, image formation, modeling, and quality assessment of various modalities. Many well-structured MIS courses are available for EEE curricula, providing introduction to all modern diagnostic imaging systems. However, in these courses the laboratory component is limited to image formation and analysis. This paper proposes a wide range of experiments that incorporate various disciplines of EEE education into MIS courses. These experiments are designed to integrate knowledge that students have acquired previously from key EEE courses (such as circuit theory, differential equations, wave theory, energy conversion, control theory, and signal processing) into their new MIS knowledge. The proposed laboratory was adapted to a senior-year MIS class in the EEE Department of Dokuz Eylül University, Turkey. This paper presents the application of these new laboratory experiments, along with the assessment results. [ABSTRACT FROM PUBLISHER]
- Published
- 2016
- Full Text
- View/download PDF
91. Teaching Power Electronics With a Design-Oriented, Project-Based Learning Method at the Technical University of Denmark.
- Author
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Zhang, Zhe, Hansen, Claus Thorp, and Andersen, Michael A. E.
- Subjects
POWER electronics ,TEACHING methods ,ELECTRIC power ,DIRECT currents ,ELECTRICAL engineering ,CASCADE converters ,PSYCHOLOGY of learning ,PROJECT method in teaching - Abstract
Power electronics is a fast-developing technology within the electrical engineering field. This paper presents the results and experiences gained from applying design-oriented project-based learning to switch-mode power supply design in a power electronics course at the Technical University of Denmark (DTU). Project-based learning (PBL) is known to be a motivating problem-centered teaching method that not only places students at the core of teaching and learning activities but also gives them the ability to transfer their acquired scientific knowledge into industrial practice. Students choose a specification to implement from various power converter application projects, such as a fuel cell power conditioning converter, a light-emitting diode (LED) driver or a battery charger. The students select the topology, design magnetic components, calculate input/output filters and design closed-loop controllers necessary to fulfill the requirements listed in the chosen specification and thus meet the project's goals. This paper presents the course teaching plan and teaching methods, assessment method and student feedback. [ABSTRACT FROM PUBLISHER]
- Published
- 2016
- Full Text
- View/download PDF
92. Heuristics for the Development and Evaluation of Educational Robotics Systems.
- Author
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Giang, Christian, Piatti, Alberto, and Mondada, Francesco
- Subjects
EDUCATIONAL evaluation ,EDUCATIONAL planning ,ROBOTICS ,HEURISTIC ,TEACHERS ,SOFT robotics - Abstract
Contribution: This paper presents a model for educational robotics tools and a corresponding set of heuristics for their development and evaluation specifically adapted to the needs and expectations in formal education settings. Background: The increased use of educational robots in classrooms, and the steadily growing number of alternatives from which to choose, bring the requirement for appropriate methods to develop and evaluate these tools. Yet the current body of literature does not provide comprehensive frameworks that allow this question to be adequately addressed. Although previous research has studied the use of educational robotics in classrooms, there is still a lack of methods to support their development and evaluation. Intended Outcomes: An evaluation framework to support researchers, engineers, educators, and decision makers in taking informed decisions about educational robotics systems. Application Design: This paper proposes to consider activities involving educational robotics tools as a kind of “educational augmented tabletop game.” Within this framework, a set of fourteen heuristics was devised, based on literature on games and learning tools. The validity of these heuristics was examined with a heterogenous group of twelve school teachers, who tested five different educational robotics systems. Findings: The participating teachers had a high level of approval for the heuristics devised. A heuristic evaluation based on the framework proposed here appeared to more appropriately reflecting the teachers’ needs than did conventional methods, namely the isolated comparison of system characteristics. [ABSTRACT FROM AUTHOR]
- Published
- 2019
- Full Text
- View/download PDF
93. An iLab for Teaching Advanced Logic Concepts With Hardware Descriptive Languages.
- Author
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Ayodele, Kayode P., Inyang, Isaac A., and Kehinde, Lawrence O.
- Subjects
TEACHING ,FIELD programmable gate arrays ,COMPUTER architecture ,STUDENTS ,VHDL (Computer hardware description language) - Abstract
One of the more interesting approaches to teaching advanced logic concepts is the use of online laboratory frameworks to provide student access to remote field-programmable devices. There is as yet, however, no conclusive evidence of the effectiveness of such an approach. This paper presents the Advanced Digital Lab, a remote laboratory based on the batched MIT iLab Architecture. With a hardware system under test designed around an Altera EP2C20F484 field-programmable gate array (FPGA), the lab makes it possible for students to implement finite-state machines on a field-programmable device using VHDL. A study was carried out to evaluate the lab. Study results indicated that the Advanced Digital Lab is an effective pedagogical tool. Some observations drawn from the results of the study are also discussed; these may have far-reaching implications for the argument about the effectiveness of the general class of remote laboratories. An important contribution of this paper is that it provides a template for the proper evaluation of remote laboratories along multiple dimensions, particularly those of pedagogy, logistics, and cost. [ABSTRACT FROM PUBLISHER]
- Published
- 2015
- Full Text
- View/download PDF
94. Call for Papers Special Issue: Microcomputers in Engineering Education.
- Published
- 1984
- Full Text
- View/download PDF
95. Call for Papers Special Issue: Women in Electrical and Computer Engineering.
- Published
- 1984
- Full Text
- View/download PDF
96. Call for Papers IEEE Transactions on Education Special Issue on Energy and Energy Related Studies May 1981.
- Published
- 1980
- Full Text
- View/download PDF
97. Hybrid Problem-Based Learning in Digital Image Processing: A Case Study.
- Author
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Tan, Songxin and Shen, Zixing
- Subjects
DIGITAL image processing ,PROBLEM-based learning ,CURRICULUM planning ,PSYCHOLOGY of students ,THREE-dimensional display systems - Abstract
Contribution: This paper reports a curriculum development in hybrid problem-based learning (h-PBL), addresses the design, implementation, effectiveness, and assessment issues of h-PBL, and explains the mixed results observed regarding the impact of problem-based learning (PBL) on student grades from a hybrid perspective. Background: The effect of PBL on student learning is difficult to analyze. Empirical research on h-PBL has been scant in the engineering education field. Intended Outcomes: The hybrid approach described in this paper can be used to guide other course designs. Future research directions are also provided in order to better capture the positive effects of PBL on student learning. Application Design: A 3-D imaging project was developed and implemented using h-PBL. A non-parametric hypothesis test was conducted to compare four-year student performance data collected after the implementation of h-PBL with four-year student performance data collected under traditional lecturing; both sets of students were taught by the same instructor. Findings: Student project grades improved after h-PBL, whereas student cumulative course grades did not show significant improvement. The study suggests that higher ratios and weights of PBL, better timing in introducing PBL, and more integrated course components in the hybrid approach may further improve student performance. [ABSTRACT FROM AUTHOR]
- Published
- 2018
- Full Text
- View/download PDF
98. Mobile Robot Lab Project to Introduce Engineering Students to Fault Diagnosis in Mechatronic Systems.
- Author
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Gomez-de-Gabriel, Jesus Manuel, Mandow, Anthony, Fernandez-Lozano, Jesus, and Garcia-Cerezo, Alfonso
- Subjects
MOBILE robots ,ENGINEERING students ,DEBUGGING ,MECHATRONICS ,DISCRETE systems ,OUTCOME assessment (Education) - Abstract
This paper proposes lab work for learning fault detection and diagnosis (FDD) in mechatronic systems. These skills are important for engineering education because FDD is a key capability of competitive processes and products. The intended outcome of the lab work is that students become aware of the importance of faulty conditions and learn to design FDD strategies for a real system. To this end, the paper proposes a lab project where students are requested to develop a discrete event dynamic system (DEDS) diagnosis to cope with two faulty conditions in an autonomous mobile robot task. A sample solution is discussed for LEGO Mindstorms NXT robots with LabVIEW. This innovative practice is relevant to higher education engineering courses related to mechatronics, robotics, or DEDS. Results are also given of the application of this strategy as part of a postgraduate course on fault-tolerant mechatronic systems. [ABSTRACT FROM AUTHOR]
- Published
- 2015
- Full Text
- View/download PDF
99. A Simplistic Printed Circuit Board Fabrication Process for Course Projects.
- Author
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Branson, Jerry and Naber, John
- Subjects
PRINTED circuit design ,ELECTRICAL engineering ,HIGHER education - Abstract
Presents a low-cost method of fabricating a printed circuit board (PCB) for class projects in electrical and electronics engineering courses. Limitations imposed by PCB technology in classroom setting; Process in PCB fabrication; Application of laser printer generated mask to a copper board; Direct etching of copper board in a standard etch batch; Advantages over traditional methods.
- Published
- 2000
- Full Text
- View/download PDF
100. Comments on “A New Derivation of the Law of the Junctions”.
- Author
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Hong, Brian
- Subjects
SOLID state physics ,SEMICONDUCTOR junctions ,THERMAL equilibrium ,CARRIER density ,ELECTRICAL engineering - Abstract
Contribution: This brief comment highlights some crucial assumptions behind the “law of the junction” that are overlooked by the above paper and argues that the proposed derivation is not actually a “new” derivation at all. Background: The “law of the junction” is one of the most significant and useful results within the field of solid-state devices. The above paper is likely to confuse readers, particularly those who are undergraduate electrical engineering students studying semiconductor device physics for the first time. This is especially so because of the abstract nature of the underlying quantum mechanics framework and solid-state physics models (subjects which the typical student at that level lacks a substantial background in) as well as the plethora of tedious equations in the curriculum. Research Questions: What core physical concepts are essential to a fundamental yet intuitive understanding of the law of the junction? Methodology: Several key features of how semiconductor junctions behave under bias are explained. References to well-known textbooks are provided where appropriate. Findings: The above paper’s primary mistake is its assertion that its derivation does not rely on the assumption of thermal equilibrium. However, the law of the junction is equivalent to a calculation of depletion-edge minority carrier concentrations using Maxwell–Boltzmann statistics—a distribution which only holds under thermal equilibrium conditions. More rigorously, in a nondegenerate semiconductor, Fermi–Dirac statistics (which governs electrons) reduces to Boltzmann statistics only when the electrochemical potential is spatially uniform, a condition equivalent to having no net flow of thermal energy—the very definition of thermal equilibrium. [ABSTRACT FROM AUTHOR]
- Published
- 2021
- Full Text
- View/download PDF
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