Paper ID #32787Using Agile and Active Learning in Software Development CurriculumProf. Ben Tribelhorn, University of Portland Ben Tribelhorn teaches Computer Science at the University of Portland. His research includes machine learning for chaos in Lorenz systems, dynamic obstacle avoidance algorithms for unmanned aerial vehi- cles, improving software engineering pedagogy, and ethical concerns in artificial intelligence.Dr. Andrew M. Nuxoll, University of Portland Andrew began his career as a software engineer. Lately (since 2007) he has been teaching computer science at the University of Portland. He is an active researcher
selection and regardless of which discipline theengineering student decides to major in, any College of Engineering student in AE 124 wouldbenefit from gaining an appreciation of the role buildings play in improving the human conditionand orienting them toward engineering for long-term positive societal benefit. The revitalization efforts focused around three basic groups or modules of materials. Thefirst is aligning the content and materials to support the university requirements of ethics,academic and personal success, and work habits while in college. The second focus is on helpingstudents develop the social support networks by connecting to faculty, to other students and withthe physical campus itself. The third is providing an
respond positively and productively to circumstances of volatility,uncertainty, complexity, and ambiguity [3]. It is often espoused as an essential skill byengineering employers [4] but generally not reified or taught within undergraduate engineeringeducation.Current approaches to fostering adaptability in engineering emphasize experiential learningopportunities such as team-based projects, co-op/internships, and undergraduate research.However, these activities seldom provide formal adaptability training, and whether they nurtureor merely test adaptability is unclear. This project calls for adaptability to be explicitly taughtand assessed, much like other professional skills such as communication and ethics that havebeen added to ABET criteria [5
. 9[18] C. Flaherty, “Early journal submission data suggest COVID-19 is tanking women’s research productivity,” Inside Higher Education, 21 2020.[19] M. M. King and M. Frederickson, “The Pandemic Penalty: The gendered effects of COVID-19 on scientific productivity,” SocArXiv, preprint, Sep. 2020. doi: 10.31235/osf.io/8hp7m.[20] E. Redden, “Scholars confront coronavirus-related racism in the classroom, in research and in community outreach,” Inside Higher Education, 02 2020.[21] R. J. Kreitzer and J. Sweet-Cushman, “Evaluating Student Evaluations of Teaching: a Review of Measurement and Equity Bias in SETs and Recommendations for Ethical Reform,” J. Acad. Ethics, Feb. 2021, doi: 10.1007/s10805-021-09400-w.[22] E. B. King
project cost estimates. 5. Create construction project schedules. 6. Analyze professional decisions based on ethical principles. 7. Analyze construction documents for planning and management of construction processes. 8. Analyze methods, materials, and equipment used to construct projects. 9. Apply construction management skills as a member of a multidisciplinary team. 10. Apply electronic-based technology to manage the construction process. 11. Apply basic surveying techniques for construction layout and control. 12. Understand different methods of project delivery and the roles and responsibilities of all constituencies involved in the design and construction process. 13. Understand construction risk management. 14
instructors and students from the engineeringFaculty of the university. The survey was part of a larger research project that received the approvalof the research ethics board of the university. We included four groups of variables for analysis in light of the conceptual framework for thisstudy and used the general Input-Environment-Outcome framework to assess learning experience andoutcomes in postsecondary education [32, 33]. The focus of interest for the study was self-directedlearning. We included five measures—motivation for learning, time management, self-regulation,persistence, and help-seeking—to serve as the self-directed learning (SDL) indicators as theyrepresent the key characteristics of self-directed learners [10]. Questions from a
. Unfortunately,engineering educators generally find it difficult to foster critical thinking among their students.This work-in-progress paper describes a strategy to inculcate critical thinking ability inengineering graduates. Examples are taken from two core courses in the Materials andManufacturing stream.Several critical thinking models were explored, such as Gibbs’ reflective cycle model, Facione’smodel, Kronholm model, and King and Kitchener’s model. Paul and Elder’s (P-E) model forcritical thinking was found to be more suited for engineering. P-E model provides a good basisfor the way in which engineers think, and is especially suited for CT as it targets issues such ascreativity, design development, and professional and ethical issues. Learning
✓ ✓ ✓ People with Down 1/2018 ✓ Ethical concerns ✓ Syndrome and ASD 2/2018 Sports ✓ ✓ ✓ Rescue teams (ambulance drivers, Ambulance drivers are 1/2019 ✓ ✓ fire fighters, Andean always very busy rescue team) 2/2019 Small living spaces ✓ ✓ ✓As shown in Table 2 in semester 1/2014 the course topic was Health. This topic was too broadwhich led to students becoming confused about what Health meant. They asked questions suchas: Is healthy eating, Health? Who can
about them; some of these questions were: (1) what is notsustainable about their homes; (2) how our infrastructure can be more sustainable; and (3) whatthe correlations between sustainability from social, economic and environmental perspectivesare. Another example from a previous implementation was in an Ethics course, where studentsposted an image on Instagram that responds to what is ethics from an engineering perspectiveand how would a project manager's office include unethical/biased resources. By the end of thesemester, the students complete a post-course survey that addresses the same questions.The pre- and post-course surveys in this study are also used to evaluate the effectiveness ofintegrating Social Media platforms in STEM courses
supervision, and more [2, 3, 4, 5, 6, 7].While some of these touched on the student perspective, none are told from the narrativeviewpoint of a student. Much previous work focuses on undergraduate researchexperiences [8, 9, 10, 11, 12, 13], but security, as a specialized topic within the field, hasparticular obstacles and opportunities, including ethics, legality, and sparsity of reliable andwidely-accepted platforms and design detail.As such, this work presents a case study of an undergraduate, extracurricular security-relatedproject. In the summer of 2019, the student asked to do research with the professor as an unpaidco-op. The decided upon research project is described more in Section 2. As a brief description,the student set out to research and
, iteration and learning. Success is measured by how wellwe fulfill our users’ needs – the user outcomes – not by features and functions. Functionally-,ethically- and otherwise diverse teams generate more ideas than homogeneous ones, increasingbreakthrough opportunities. While, considering that every stage of design is a prototype from astoried drawing to in-market solutions; iteration empowers the application of new thinking toseemingly stale issues. The keys to scaling design thinking to complex problems and complexteams involve aligning on a common understanding of the most important and most impactful useroutcomes to achieve (called Hills); and bringing the team and stakeholders into a loop of restlessreinvention where they reflect on work in a
parts that otherwise require complexprocesses and assemblies. The applied research component of the work presented in this paper isto design the systems that are user-friendly and be able to print multiple parts without humaninteraction. This saves time to load and unload one component at a time. These projects representuniqueness in the sense that the students were able to successfully complete the projects in oneterm, and communicate their designs effectively through an engineering report, power point slidepresentation and by a poster. Each report contains several items including the safety issues,ethics and impact to society due to poor designs. The teaching and learning parts of undertakingthis and other capstone projects will be briefly
madesure the hinges stayed in the desired position. As stated, this was done 100 times and the hingesdid not waver once concluding the confidence in the folding mechanism. To test the protection from the elements, the scooter should be placed outside in the civilengineering concrete area. The scooter should be completely covered in water and left overnight.Pictures should be taken before and after. When this is completed, the test should be repeated fora whole week. Compare the before and after pictures from everyday side by side. If visibledamage has occured the scooter will fail the test.Ethical Issues Many different factors of the proposed design of the scooter have been thought about tomake the scooter environmentally ethical
function effectively on teams to accomplish a common goal.(e) An understanding of professional, ethical, legal, security and social issues and responsibilities. (f) An ability to communicate effectively with a range of audiences.(g) An ability to analyze the local and global impact of computing on individuals, organizations and society.(h) Recognition of the need for and an ability to engage in continuing professional development. (i) An ability to use current techniques, skills, and tools necessary for computing practice.Additionally, for the two undergraduate programs offered by our department, the ABET CACComputer Science Program Criteria3 includes the following student outcomes: (j) An ability to apply mathematical foundations
Attorney General in Hawaii and a member of the team revamping the State Juvenile Justice Information System. Her research and instructional Interests include programming languages, computer ethics, and student development.Mr. Mohsen Taheri, Florida International University c American Society for Engineering Education, 2018 Paper ID #214932018 CoNECD - The Collaborative Network for Engineering and ComputingDiversity Conference: Crystal City, Virginia Apr 29Examining the Computing Identity of High-Achieving Underserved Comput-ing Students on the Basis of Gender, Field, and Year in SchoolMs. Atalie GarciaDr. Monique
skills 10. ABETaccreditation criteria and industry demands have increased the focus on these professional skills11 . In the context of ABET, Shuman et al. 11 broadly characterize these professional skills toinclude: teamwork, ethics, communication, societal impact understanding, life-long learning,understanding current issues. Several of these professional skills were identified as important orkey differentiators for potential employees 12. For the purpose of this work, the key professionalskills include communications, teamwork, and project management.This work examines how a capstone course that was recently (starting in fall 2014) expanded to atwo-semester capstone experience (as opposed to a single semester) was viewed by projectsponsors
problems. • Interpret a formal technical drawing in your engineering discipline. • Apply technical, social, and environmental criteria to guide tradeoffs between design alternatives. • Analyze the tradeoffs between alternative design approaches and select the one that is best for your project. • Use technical literature or other information sources to fill a gap in your knowledge. • Work with others to establish project objectives when different project tasks must be completed. • Identify an ethical dilemma when it occurs in a project. Identify your professional responsibilities within a large engineering project.ResultsResponses to the first software use question, Do you use the same software in
Materials, Soils and Foundation, Global Management of Construction. He has served as a technical committee member in several international conferences; reviewer for several peer reviewed journals such as Journal of Con- struction Engineering and Management, ASCE; and Built Environment Project and Asset Management. He also served as one of the editors of Proceedings of the 6th International Conference on Construction in the 21st Century: Construction Challenges in the New Decade.Dr. Donna A. Hollar, East Carolina University Assistant Professor, Dept. of Construction Management. Dr. Hollar has been with ECU for over 20 years. Her research interests span workplace issues such as construction safety, ethics and productivity
the information that can be gleaned from these data is in directtension with the significant potential for negative impact on individuals from the associated lossof privacy and a diminishing “right to be forgotten.” 16 This tension is itself an area of newscholarship as legal, ethical and social scholars explore the nature, value, and ownership ofpersonal digital information.Disruptive Innovation A disruptive innovation is one that changes the value proposition in an existing market tosuch an extent that existing market leaders are displaced by newcomers who have been earlyadopters of the disrupting innovation. Interestingly, case studies of disruptive innovation showthat the existing market leaders are typically aware of the
fundamentals portion of the class, which occurs threes time per week and isled by a faculty member, students are introduced to engineering problem solving; get exposed toengineering ethics; and learn how to use computer software for word processing, spreadsheets,and programming in C/C++ and MATLAB. In the laboratory portion of the class, which occursonce per week and is led by a graduate teaching associate (GTA), students conduct bench-topexperiments to investigate fundamental engineering concepts, with a variety of experiences tointroduce elements of each of the engineering disciplines in which a student could choose tomajor. Lab reports or lab memos are assigned most weeks to develop technical writtencommunication skills. Several of the lab reports
included making sure that students hadexperience with team diversity and conflict. Five of the participants reported that their team hadnot been “in sync.” Two other participants reported that their teams were split on whether tolaunch their project as a startup. As one participant reported, their team’s dynamics started on theright path but did not go as well toward the end of the project. The goal, he said, was to get thegrade and not to pursue the project. As another participant put it, his assigned team had noguarantee of a common work ethic or a common vision.A third factor involves lack of passion for the project. These results were aggregated into the“not among students’ main goals” factor in Fig. 1 but are striking enough to merit
information about the country, while identifying engineering challenges. At the end ofthe semester, students will give a presentation detailing how algae-based innovations could beimplemented as a solution to solve healthcare, environmental, or materials problems in theassigned country. The project not only encourages students to think about culture in othercountries, but also prompts them to think about social barriers that would prevent innovativesolutions from being implemented in the country. This project will build upon teamwork andpublic speaking skills, as well as instill a spirit of creativity, problem-solving, and humanitiesamongst students.3.2 Movies/DocumentariesIn order to provide examples of real-world engineering ethical challenges
activities allowed students to explore innovativeideas without confining guidelines or rules. The purpose of the discussions was to stimulateconversation among peers. The PI and program manager acted only to keep the discussion on topicand ensure that all students had an opportunity to speak if they wished to do so. Seminars on twice-exceptional education and creativity were included. Workshops were presented on responsibleconduct of research and ethics, graduate school, preparing for the GRE exam, and technicalwriting. Preparation for graduate school was a key theme throughout the program; the topic wasaddressed in several workshops, brainstorming meetings and seminars. Bringing in outside expertswas successful in increasing the participants’ self
interdisciplinary students learn about and practice sustainability. Bielefeldt is also a licensed P.E. Professor Bielefeldt’s research interests in engineering education include service-learning, sustainable engineering, social responsibility, ethics, and diversity. Page 26.1710.1 c American Society for Engineering Education, 2015 Volunteerism in Engineering Students and Its Relation to Social ResponsibilityAbstractAddressing how engineering students view their role in society, their social responsibility, isseen as a central aspect toward creating holistic engineers
: ABET Criteria 3 (a-k) Outcome ABET Criteria 3 a an ability to apply knowledge of mathematics, science and engineering an ability to design and conduct experiments, as well as to analyze and b interpret data an ability to design a system, component, or process to meet desired needs c within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability d an ability to function on multidisciplinary teams e an ability to identify, formulate, and solve engineering problems f an understanding of
recentyears. The increasing fossil fuel usage around the globe has led to an increased level of carbondioxide in the atmosphere, thus leading to possible global warming 6. Dealing with theseenvironmental challenges calls for technological solutions to which our engineering students canrelate.Another broader issue that was identified is the social responsibility of the global corporation andthe individual citizen 7. An important issue for study program participants to explore is what itmeans to be a responsible global corporation or citizen and to determine if global corporations“take advantage” of lax environmental and labor laws in developing countries. It was decidedthat it was important to include this ethical dimension in the study program so
question 9) please fill out the chart below on ascale between 1-5, rating each of these skills in how TEPP helped you develop andimplement these skills today:1=not true at all 5=very true 1 2 3 4 5 Communication Skills Classroom Management Teaching Skills Writing Lesson Planning Ethics Patients K-12 University and local districts Simple Concepts (Math, Science concepts) Page 12.825.6If you are in Industry please fill out the chart below on a scale between 1-5, rating each ofthese skills in how TEPP helped you develop and implement these skills today:1=not true at all 5=very trueBelow are
anentrepreneur closely mirror those required by the engineering accreditation process, 30 especiallythe ability to work effectively on multidisciplinary teams 31-34. Furthermore, entrepreneurialskills have been shown to promote engineering management skills,35 ethical thought processes,36and engineering design.37-40The engineering faculty at ______ University have worked diligently over the past decade tocontinually improve the senior design experiences offered to its engineering students.41-44 In thispaper, we will address the most recent improvements made to the course during the summer of2006 and during the 2006-2007 academic year, integrating engineering management andentrepreneurship by including MEM students as project managers on half of the
skills as careers advance. • High ethical standards and a strong sense of professionalism: Effective and wise management of technological resources. Recognize the broader contexts that are intertwined in technology and its applications in society. • Dynamism, agility, resilience, and flexibility: It is not this or that particular knowledge that engineers will need but rather the ability to learn new things quickly and the ability to apply knowledge to new problems and new contexts. • Lifelong learners: Learn continuously throughout his or her career, not just about engineering but also history, politics, business, and so forth.From these attributes, a theme of creativity, innovation, invention, ingenuity
, ethical, and economic impact. 2(2) The students are walked through the process of solving the problem posed in the case studyin three steps: (2a) Use teaching techniques that help each student individually remember and understand concepts needed in solving the problem outside of the classroom. (2b) Maximize the time faculty are able to actively interact with students by using time in-class to let student teams apply what they know in analyzing the problem under faculty and TA guidance. (2c) Support student teams as they first design a solution to the problem, then implement that solution in the laboratory/class by using the tools and techniques