| 1. |
- Cronhjort, Mikael, et al.
(författare)
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Leadership and Pedagogical Skills in Computer Science Engineering by Combining a Degree in Engineering with a Degree in Education
- 2020
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Ingår i: 2020 IEEE Frontiers in Education Conference (FIE). - : IEEE. - 0190-5848. - 9781728189611 ; , s. 1-9
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Konferensbidrag (refereegranskat)abstract
- In this full paper on innovative practice, we describe and discuss findings from dual degree study programmes that combine a master's degree in engineering with a master's degree in education. This innovative study programme design has emerged in Sweden due to an alarming demand for more Upper Secondary School teachers in STEM subjects. Studies on alumni from these programmes indicate that the graduates are highly appreciated not only as teachers in schools, but also in business and industry, e.g. in roles as IT consultants and computer science engineers. Data indicate that the breadth of the combined education, and especially leadership and pedagogical skills, are important factors for these graduates' success as engineers.
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| 2. |
- Andersson, Martin, et al.
(författare)
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Teaching Top Down Design of Analog/Mixed Signal ICs Through Design Projects
- 2007
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Ingår i: FIE 2007: 37th annual Frontiers in education conference - global engineering: knowledge without borders, opportunities without passports, Proceedings. - 0190-5848. ; , s. 40-43
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Konferensbidrag (refereegranskat)abstract
- This paper describes a project course that focuses on the design of analog and mixed signal circuits through a systematic top down design flow. In the project, the student will be involved in the planning, modeling, circuit level design, physical level implementation and measurement verification of for example a successive approximation (SA) ADC or a class-D audio amplifier. Throughout the project, the project members will improve their design skills and create an understanding for the importance of a systematic top-down design methodology at the different levels of the design flow.
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| 3. |
- Berglund, Anders, 1956-, et al.
(författare)
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The exchange programme between new and different partners, Royal University of Bhutan and Uppsala University
- 2020
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Ingår i: 2020 IEEE Frontiers in Education Conference (FIE). - 9781728189611 - 9781728189628
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Konferensbidrag (refereegranskat)abstract
- This WiP paper discusses difficulties, but also gains, in starting new collaborations, mainly when the universities differ: different natures of their strengths and weaknesses, acting in different contexts and having different international recognitions. At the same time, it is the differences that make exchanges fruitful and opens for new learning experiences. An example of such a collaboration between asymmetric partners can be found in the Department of Information Technology, Uppsala University, Sweden and College of Science and Technology, Royal University of Bhutan.
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| 4. |
- Bernhard, Jonte
(författare)
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What matters for learning in labs? - Experiences from designing for insightful learning in labs based on a symbiosis of American and European thinking
- 2020
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Ingår i: 2020 IEEE FRONTIERS IN EDUCATION CONFERENCE (FIE 2020). - : IEEE. - 9781728189611
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Konferensbidrag (refereegranskat)abstract
- This Paper describes how, based on a symbiosis of American and European thinking, "conceptual" labs for engineering courses have been developed in a series of design-based research projects that started in 1995. Researchers working in engineering education have been encouraged to "look for opportunities to translate research questions, theories, methods, and findings... across national and institutional boundaries", and urged to "think globally about the development of engineering education as a research field". Nevertheless, engineering education has been criticized for being insufficiently global in its practices. The aim of this paper is to meet these challenges. At first the design of labs was inspired by "interactive engagement" curricula such as "RealTime Physics" and "Workshop Physics" developed in the US, after they had been adapted to the Swedish setting and traditions. Variation theory, pragmatic and (post)phenomenological theories of the philosophy of technology, and activity theory influenced later development. Labs for advanced mechanics, and for introductory and advanced courses in electric circuit theory, were later developed using similar ideas. The labs utilized probeware and real-time computer-based measurement technologies as a mediating technology, and tasks were designed according to variation theory. Students learning in several designs of these labs has been studied by recording students activities and interactions by video, and using concept inventories such as the Force and Motion Conceptual Evaluation (FMCE). Some designs resulted in high achievement (normalized gains of 50-60%) on the conceptual tests, well in line with the results from the US. Furthermore, in the labs that led to high achievement, the technology was used help students to focus on important relationships and concepts, i.e. the technology functioned as a "cognitive tool". However, the implementation of probeware technology could also result poor achievement. This is explained by differences in how the tasks are designed and structured in the labs - the necessary patterns of variance and invariance in line with variation theory were missing. These results that identify important factors in students learning in labs differ to some extent from earlier proposals put forward to explain the success of interactive engagement curricula. The results also question some of the assumptions behind "active learning". The analysis presented in this paper was brought forth and facilitated by achieving synergies between American and European thinking.
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| 5. |
- Birch, Peter, et al.
(författare)
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Teaching Engineering Ethics With Drama
- 2020
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Ingår i: 2020 IEEE Frontiers in Education Conference (FIE). - 9781728189628 - 9781728189611
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Konferensbidrag (refereegranskat)abstract
- In this Work in Progress, we present a new, simple, and fun way of incorporating drama into engineering ethics education with students producing, performing, and watching drama. The method differs from more established drama-based pedagogies in engineering ethics education, such as role-plays. We argue that this method can contribute to learning by stimulating moral imagination, empathy and sympathy, which balances the otherwise cognitive focus in engineering ethics courses. The component has been tested in practice three times in 2019-2020 in the Engineering Ethics course at Uppsala University. Student feedback is used to illustrate how the method has been perceived by students.
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| 6. |
- Edström, Kristina, 1963-, et al.
(författare)
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Review Unto Others As You Would Have Others Review Unto You
- 2020
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Ingår i: Proceedings IEEE Frontiers in Education Conference (FIE 2020). - : Institute of Electrical and Electronics Engineers (IEEE). - 9781728189611
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Konferensbidrag (refereegranskat)abstract
- This workshop invites discussion about peer review of journal manuscripts in the field of engineering education. The aim is to generate advice for reviewers on how to make effective reviews, which can help editors make appropriate decisions and support authors in improving their manuscripts. The workshop is facilitated by editors of three leading engineering education journals.
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| 7. |
- Fors, Per, 1988-, et al.
(författare)
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Virtual Exchange for Education for Sustainable Development
- 2020
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Ingår i: 2020 IEEE Frontiers in Education Conference (FIE). - 9781728189628 - 9781728189611
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Konferensbidrag (refereegranskat)abstract
- In this work-in-progress research paper we aim to explore further the concept of Virtual Exchange (VE) in engineering Education for Sustainable Development (ESD). VE is understood as an ICT enabled practice where education programmes and/or education-related activities take place between students or groups of students who are separated geographically. VE allows for international and intercultural interactions among students without the need to move abroad, which substantially lowers the barriers for participating in such exchange. As VE enables interaction between students with different cultural backgrounds without the need for physical travel, it is clear that VE has potential to contribute to sustainability. However, there are also other sustainabilityrelated effects that need to be emphasized. First, to promote international collaborations among students with different worldviews (internationalization) is often emphasized within ESD in order to be able to acquire a global mindset and develop the ability to collaboratively contribute to the alleviation of global sustainability issues, such as climate change. Second, VE requires students to adopt digital competences not directly related to the course content such as virtual meeting software (e.g. Zoom, Skype), “cloud collaboration software” (e.g. Google Drive, Microsoft Teams) and more. These competences are useful in order to later in the professional life of such students to exploit the dematerialization potential of sustainable ICT. Furthermore, we discuss our experiences with VE in the course Managing Sustainability in Global Industrial Companies which is a course co-taught between Uppsala University and University of Tokyo.
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| 8. |
- Grande, Virginia, 1987-, et al.
(författare)
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"Mature" to Doubt : Using Ethical Theories for Role Modeling in Computing Education
- 2020
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Ingår i: 2020 IEEE Frontiers in Education Conference (FIE). - 9781728189611 - 9781728189628
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Konferensbidrag (refereegranskat)abstract
- This full research paper uses ethical theories to discuss role models in computing education. Role models are beneficial for students but there is little work on how role modeling works and how teachers can reflect on their role modeling for their students. To address this we connect different theories to role modeling and their use to analyze role modeling as a teacher in engineering. We present theories with ethical implications from Aristotle, Wittgenstein and Biesta, then the themes related to these theories found in our interview study on computing teachers' experiences of role modeling.Our aim is to show how these theories could help deepen teachers' understanding of role modeling in the concrete classroom situations from an ethical perspective. According to these theories, students first see the teacher as a whole as a potential role model. Gradually and through guidance, students "mature" to doubt: to being able to question which aspects and achievements of their teachers are desirable to emulate and which to avoid imitating. We discuss the teacher's responsibility to make ethical judgements that include the scaffolding of this process.
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| 9. |
- Grande, Virginia, 1987-, et al.
(författare)
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Types of Role Models for the Frontiers in Education (FIE) Community
- 2020
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Ingår i: 2020 IEEE Frontiers in Education Conference (FIE). - : Institute of Electrical and Electronics Engineers (IEEE). - 9781728189628 - 9781728189611
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Konferensbidrag (refereegranskat)abstract
- In this Special Session participants explore role modeling in the context of IEEE/ASEE Frontiers in Education (FIE). Role models are important in engineering education, due to their being beneficial for those who have them. While educators and other professionals may strive to be role models for others, there is little research in this area to support this goal. How do we talk about role models? How can we reflect on what we can model and how, as individuals and through giving visibility to others? Conferences like FIE are great venues to provide participants with role models. What kind of role models are FIE attendees after? In this special session participants at any career stage are introduced to Grande's theory of role modeling to address these questions. The groups will use Grande's theory to reflect on what kind of role models they would find interesting to look for in FIE. This aims to increase reflection on role modeling by the participants while also informing the organization of the event, who can consider increasing the visibility of the identified potential role models. Participants can later use a similar process to reconsider their role modeling in other areas, e.g. as teachers for their students, managers for their employees, or as conference organizers to analyze what kind of role models they are inviting to their events.
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| 10. |
- Huff, James L., et al.
(författare)
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Special Session: Emotions in Engineering Education - A Roadmap to Possibilities in Research and Practice
- 2020
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Ingår i: Proceedings - Frontiers in Education Conference, FIE. - : IEEE. - 1539-4565. ; 2020-October
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Konferensbidrag (refereegranskat)abstract
- This special session invites scholarly educators and engineering education researchers to learn about nascent research and innovative practice possibilities related to emotions in engineering education. Through an interactive session, facilitators will guide participants into developing their own thinking in relation to how emotions can shed novel insight on innovative teaching solutions and educational research. We have designed the special session to catalyze community around this topical interest for both education researchers and scholarly educators.
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