Journal articles: 'School of Engineering and Computer Science'

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O’Bannon, Deborah J. "Creating a New School of Computer Science and Engineering in Kansas City." Leadership and Management in Engineering 6, no. 3 (July 2006): 93–96. http://dx.doi.org/10.1061/(asce)1532-6748(2006)6:3(93).

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Nuruddin, Mochammad, and Rahmat Agus Santoso. "Model of Integrated Vocational School (SMK) Products in Gresik Regency." Engineering Management Research 5, no. 2 (June 30, 2016): 8. http://dx.doi.org/10.5539/emr.v5n2p8.

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<p>The main goal of this study is to do needs and potential analysis of products in each vocational school in Gresik regency that is expected to create products integration based on the excellence of vocational secondary schools, thus it is necessary to sustain ably design an identification concept of potency and integration model. By using the design of Research and Development some necessary steps taken into account: a) identification of vocational high schools (SMK), b) SWOT analysis, c) cluster analysis, d) mapping of vocational high schools (SMK). The second stage (consolidation and integration), consists of the following activities: a) vocational high schools (SMK) grouping, b) designing a model of integration, c) conducting consolidation among related parties, d) implementing synergistic product integration. The results of the identification of Vocational High School (SMK) potency in Gresik based on the clusters that are formed in the effort of realizing a model design of integration products in Vocational High School (SMK) which refers to the spectrum of field, program and science package, hence two kinds of alternative product integration, namely 1) The product integration of Technology and Engineering field spectrum, Automotive Engineering program and Light Vehicle Engineering science package. 2) Product integration of the spectrum of Information and Communication Technology science field, Computer Engineering and Informatics science program and Computer Engineering and Network science package, so that the integration model of product which is formed needs synergetic a pattern of integration by the (3) related parties in order to produce excellent local product of Gresik regency, the synergetic integration model pattern will run optimally when each party has a high commitment to the creation of local superior products generated by Vocational High School in Gresik regency in order to face the era of global markets which can be realized through the integration of Vocational High School products.</p>

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Camp, Amanda G., Diane S. Gilleland, Carolyn Pearson, and James Vander Putten. "Differentiating between Women in Hard and Soft Science and Engineering Disciplines." Journal of College Student Retention: Research, Theory & Practice 11, no. 3 (November 2009): 363–84. http://dx.doi.org/10.2190/cs.11.3.d.

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The intent of this study was to investigate characteristics that differentiate between women in soft (social, psychological, and life sciences) and hard (engineering, mathematics, computer science, physical science) science and engineering disciplines. Using the Beginning Postsecondary Students Longitudinal Study: 1996–2001(2002), a descriptive discriminant analysis was performed using a set of variables known to influence educational attainment. Results indicated that women who went into the hard science and engineering fields primarily had higher SAT math scores and, to a lesser degree, had higher high school mathematics grades, higher first-year cumulative grade point average, more contact with faculty, tended to live off campus, were enrolled in public 4-year institutions, and received less parental support.

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Fernández-Cézar, Raquel, Natalia Solano-Pinto, and Dunia Garrido. "Can Mathematics Achievement Be Predicted? The Role of Cognitive–Behavioral–Emotional Variables." Mathematics 9, no. 14 (July 7, 2021): 1591. http://dx.doi.org/10.3390/math9141591.

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The current society is based on science and technology, depending partly on mathematics. It leads to citizens’ success in school mathematics, being measured through achievement, which can be predicted by affective, cognitive, and behavioral variables. The aim of this study was to determine the extent to which self-concept, learning strategies, attitude towards science and mathematics, school environment, and previous scores in science and mathematics predict achievement in mathematics. A convenience sample of 352 pupils taking part in a science, technology, engineering, and mathematics (STEM) experimentation outreach program belonging to state schools and state-funded schools from rural and urban environments was analysed. The instrument was composed of the Auzmendi scale of attitude towards mathematics modified, the attitude towards school science, the AUDIM questionnaire for self-concept (physical, social, personal, academic, and general), and the CEA questionnaire for learning strategies (emotional control, critical and creative thinking, and metacognition). Sex, type of school, and school environment were covariates. A binary logistic regression model was obtained for mathematics achievement, which correctly classified 82.1% of students, with previous science and mathematics achievement, science achievement, and critical and creative thinking as predictors, and urban schools playing a positive role. Implications of these predictors on mathematics education are discussed.

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Zadorozhnyi, Vytaly M. "The use of Arduino software and hardware in a school physical experiment." Освітній вимір 54, no. 2 (June 25, 2020): 122–33. http://dx.doi.org/10.31812/educdim.v54i2.3861.

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The article considers the use of hardware and software Arduino in order to involve students in the study of such subjects as: physics and computer science; provide an opportunity improve and develop their own engineering ideas. The article proves that the use of hardware and software Arduino complex in teaching and research activity is an effective tool for improvement interest in such areas of activity as computer science, engineering, physics. The study found that an integrated approach allows arousing students’ interest in the study of natural sciences and mathematics, solving modern problems engineering and electronics, and developing them creativity. Work on your own projects allows children to show abilities and present their projects in various competitions, in addition motivates young researchers. Developed by students devices can significantly increase accuracy measurements during the experiment, increase the level of theoretical preparation for laboratory work, increase the general interest to perform laboratory work by students for due to the modernization of equipment and form new ones ideas about physical phenomena and processes. The results of students’ research activities can used during the teaching of physics in a specialized school, especially during school experiment.

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Tanaka, Motoshi. "Tanaka-Muroga Laboratory, Electrical and Electronic Engineering Course, Department of Mathematical Science and Electrical-Electronic-Computer Engineering, Graduate School of Engineering Science, Akita University." Journal of The Japan Institute of Electronics Packaging 24, no. 7 (November 1, 2021): 684. http://dx.doi.org/10.5104/jiep.24.684.

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Korolev, A. L. "COMPUTER MODELING AND SOFTWARE SYSTEMS TO SUPPORT THE STUDY OF MODELING AT SCHOOL." Informatics in school, no. 7 (November 17, 2018): 58–63. http://dx.doi.org/10.32517/2221-1993-2018-17-7-58-63.

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In the article features of studying simulation in a school course of informatics are considered. The main theoretical issues of this theme are presented: the role of simulation in science, engineering, education and practical activities, the role of computer models, the relevance and multiplicity of models. Software complexes for creating computer models that are applicable in school education, in particular, in project activities of students, are described.

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Borrego, Carlos, Cristina Fernández, Ian Blanes, and Sergi Robles. "Room escape at class: Escape games activities to facilitate the motivation and learning in computer science." Journal of Technology and Science Education 7, no. 2 (June 7, 2017): 162. http://dx.doi.org/10.3926/jotse.247.

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Real-life room-escape games are ludic activities in which participants enter a room in order to get out of it only after solving some riddles. In this paper, we explain a Room Escape teaching experience developed in the Engineering School at Universitat Autònoma de Barcelona. The goal of this activity is to increase student’s motivation and to improve their learning on two courses of the second year in the Computer Engineering degree: Computer Networksand Information and Security.

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Hwang, Ren-Hung, Hsin-Tung Lin, Jerry Chih-Yuan Sun, and Jang-Jiin Wu. "Improving Learning Achievement in Science Education for Elementary School Students via Blended Learning." International Journal of Online Pedagogy and Course Design 9, no. 2 (April 2019): 44–62. http://dx.doi.org/10.4018/ijopcd.2019040104.

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Blended learning—which combines online learning with traditional face-to-face classroom instruction—is currently held in high regard. In elementary schools, science and technology education aims to help children use technology tools and to learn how disciplines such as math and science are relevant to engineering. In this study, the authors examined what type of learning profile contributes to higher achievement in science and technology in a blended learning environment. The participants consisted of 106 elementary school students (grades three to six) from two different schools. The authors adapted the Online Technologies Self-Efficacy Scale (OTSES) and the Motivated Strategies for Learning Questionnaire (MSLQ) to measure students' computer skills and learning motivation, respectively, and to understand how the blended learning environment affected their learning achievement. The results were as follows: 1) Computer skills significantly improved for all students except sixth-graders. 2) The blended learning environment had no significant effect on learning motivation. 3) In grades four and five, students in the experimental group improved more in learning achievement than students in the control group, as reflected by their higher MSLQ and OTSES scores.

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Dianawati, Roswina, Lyau Nyan Myau, and Widiyanti Widiyanti. "DIGITAL GAME DEVELOPMENT AS A COMPUTER SCIENCE LEARNING TOOL FOR VOCATIONAL HIGH SCHOOL STUDENTS." Jurnal Teknik Mesin dan Pembelajaran 5, no. 2 (December 23, 2022): 89. http://dx.doi.org/10.17977/um054v5i2p89-100.

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Indonesia has a shortage of professionals in Information and Communications Technology (ICT). Therefore, to increase the pool of electrical experts who are also qualified in the field of computer science, it is necessary to boost interest in computer science at an early year of upper secondary level. The Game Based Learning (GBL) approach increased investment in computer science for vocational high school learners. The two-dimensional (2D) game named Jack into Woods (JIW) was developed to teach fundamental concepts of C++ programming and influence the view in the computer science fields of electrical engineering of vocational high school students. The research involved the instructional design procedure, particularly the ADDIE model, to build and observe the computer game prototype and whether the product contextually fulfills the feasible and practical standard. The quantitative research method study was used to analyze the measurement. A total of 4 experts, 32 students from the pilot study group and 64 students from the control and experiment groups, participated in the research. The data was collected from research participants through pre-test–post-test, and pre-survey–post-survey responses. The quantitative data was collected, and feasibility was analyzed using descriptive statistics. Although participants scored significantly different between experiment and control groups’ post-survey responses, the focus and control groups’ post-test performances were not significantly different.

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Jagacinski, Carolyn M., William K. Lebold, and Gavriel Salvendy. "Gender Differences in Persistence in Computer-Related Fields." Journal of Educational Computing Research 4, no. 2 (May 1988): 185–202. http://dx.doi.org/10.2190/rlnq-ud8h-ubbj-22dp.

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The effectiveness of precollege and college achievement measures in predicting persistence for men and women in computer-related fields was examined. Persistence rates were similar for men and women in computer technology, electrical/computer engineering, and industrial engineering. However, fewer women than men persisted in computer science. Discriminant function analysis was conducted separately for men and women in each field and was equally effective for men and women in correctly classifying persisters and nonper-sisters (64–72%) in each field except computer technology where the classification rate was considerably lower for women (58%). GPA was generally the most important variable followed by a measure of math ability. High school science grades and number of semesters were often selected for the discriminant function for men, but not for women. The potential role of nonachievement factors in persistence such as peer and faculty support and expectancies are also discussed.

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Armoni, Michal. "COMPUTING IN SCHOOLSHigh-school software engineering education." ACM Inroads 7, no. 2 (May 16, 2016): 25–27. http://dx.doi.org/10.1145/2910588.

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Brigas, Carlos Jorge Jorge, and José Alberto Quitério Figueiredo. "“The Hour of the Code”: Computational thinking workshop in a primary school in Guarda, Portugal." Research in Social Sciences and Technology 4, no. 2 (November 5, 2019): 129–36. http://dx.doi.org/10.46303/ressat.04.02.9.

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In recent years, there has been an increased effort to introduce coding and computational thinking in early childhood education. In accordance with the international trend, programming has become an increasingly growing focus in European education. The idea of introducing computer programming in the classroom dates back to the late 1960s. The introduction of programming language provides an opportunity to engage in logical and abstract thinking, problem solving, and the creative design process. One of the best-known initiatives is The Hour of Code. This initiative is being implemented in 180 countries and more than 700 million students have participated. The Hour of Code started as a one-hour introduction to computer science, designed to demystify “code,” to show that anybody can learn the basics, and to broaden participation in the field of computer science. This article describes a workshop held under the “The Hour of the Code” initiative and implemented in the primary schools of Guarda, Portugal. The activity took place at the school and lasted two hours. Students from the first to the fourth grade participated, with ages ranging from 6-11 years. The teachers of the activity were university professors of computer engineering and students of computer engineering.

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Bonner, Desmond, and Michael Dorneich. "Developing Game-Based Learning Requirements to Increase Female Middle School Students Interest in Computer Science." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 60, no. 1 (September 2016): 380–84. http://dx.doi.org/10.1177/1541931213601086.

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This paper presents work on the development of a Game-Based Learning (GBL) application’s requirements for female middle school students which teaches fundamental concepts of programming. Currently, there are not enough students who desire to pursue Science, Technology, Engineering, and Mathematic (STEM) career fields. Additionally, female are underrepresented in STEM fields, and increased female participation may help partially address this gap. GBL was used to encourage middle school student interest in STEM by allowing them to practice computer science concepts in engaging contexts outside the classroom. The game Sorceress of Seasons was built to teach fundamental programming concepts, and was based on six requirements specifically targeted at female middle school students. The game was tested with 15 middle school-aged students. Playing the game had a positive effect on students’ attitudes towards programming, with female students reporting a larger increase in computer science interest than males when compared with their previous attitudes. The results suggest that the game may be successful in increasing interest in STEM in these students. The requirements developed to guide the design of the game played a role in the game’s effectiveness, and may be useful when developing an educational tool targeting female STEM interest.

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Von Blum, Ruth. "Computer-simulated laboratory explorations for middle school life, earth, and physical Science." Journal of Science Education and Technology 1, no. 2 (June 1992): 121–34. http://dx.doi.org/10.1007/bf00694835.

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Prato, Stephanie C. "Beyond the Computer Age: A Best Practices Intro for Implementing Library Coding Programs." Children and Libraries 15, no. 1 (March 8, 2017): 19. http://dx.doi.org/10.5860/cal.15n1.19.

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At the Fayetteville Free Library (FFL), we are working to develop a comprehensive plan for supporting computer science education and coding for every age through the public library’s informal learning platform.We introduce young children to programming logic, we teach elementary and middle school children coding languages, and we support adults in skill building and career shifts. In January 2016, President Obama announced the “Computer Science for All” initiative, which identified STEAM (science, technology, engineering, and math) learning and computer science as national priorities for all age groups.

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DIESTE, O., N. JURISTO, A. M. MORENO, and M. LOPEZ. "INTEGRATED SOFTWARE ENGINEERING AND KNOWLEDGE ENGINEERING TEACHING EXPERIENCES." International Journal of Software Engineering and Knowledge Engineering 10, no. 03 (June 2000): 275–300. http://dx.doi.org/10.1142/s021819400000016x.

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This paper presents the motivations, experiences and results of teaching integrated Software Engineering (SE) and Knowledge Engineering (KE), specifically as part of the master course organized by the Polytechnic University of Madrid (School of Computer Science). The paper outlines a possible approach to this instruction, whose aim is for software practitioners thus educated to have a flexible and moldable view of the software systems development process. This broad and malleable approach allows future practitioners to better address the increasingly more complex, divergent and innovative problems and needs raised by users. This approach is the result of a gradual and continuous process. This paper discusses the current stage of integration, giving a detailed description and justification of the scope of the integrated instruction. For the purpose of quantitatively analyzing this experience, the paper also shows the results of the evaluation conducted throughout this process at three levels (industry, students and projects).

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Chang, Shu-Hsuan, Ai-Chiao Ku, Li-Chih Yu, Tsung-Chih Wu, and Bor-Chen Kuo. "A SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS COURSE WITH COMPUTER-ASSISTED REMEDIAL LEARNING SYSTEM SUPPORT FOR VOCATIONAL HIGH SCHOOL STUDENTS." Journal of Baltic Science Education 14, no. 5 (October 25, 2015): 641–54. http://dx.doi.org/10.33225/jbse/15.14.641.

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One of the significant and distinguishing curriculum characteristics of STEM compared to other subjects domains is hands-on skill development. Hands-on training enables the enhancement of learning because it parallels with the concrete-to-abstract nature of cognitive development, providing additional sources of brain activation via kinaesthetic involvement and elevating students’ motivation and engagement. To bridge the gap between theory and practice, and advance unprepared students’ hands-on skills, this research proposed and implemented an innovative STEM course with the computer-assisted remedial learning system (CARLS) in the vocational high school experience in Taiwan. The effects of STEM course were examined through an experiment with learning performances hypotheses. A total of 32 students in a vocational high school in Taiwan voluntarily participated in this research and a one-group pre-test and post-test pre-experimental design was adopted. The results of this experimental course demonstrated that CARLS is effective and contributed in enhancing students’ knowledge, achievement and hands-on skill performance in this STEM course. Suggestions and implications for STEM education is also made for practitioners and educators. Key words: hands-on activities, STEM, Computer-Assisted Remedial Learning System, vocational high school.

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Alonso, María Teresa, Virginia Barba-Sánchez, María Teresa López Bonal, and Hermenegilda Macià. "Two Perspectives on the Gender Gap in Computer Engineering: From Secondary School to Higher Education." Sustainability 13, no. 18 (September 19, 2021): 10445. http://dx.doi.org/10.3390/su131810445.

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In a setting that prioritises the achievement of Sustainable Development Goals (SDG), sustainable development cannot be achieved without the contribution of female talent. This paper is focused on studying the reasons for the gender gap and the offered strategies to reduce it. The debate on the reasons for the low enrolment rates of girls in technological degrees remains open in the literature. This study investigates the causes of why girls do not choose a computer engineering degree and makes a comparison between ex-ante (secondary school) and ex-post (higher education). Based on a survey of students from both secondary school (229) and higher education (171), a quantitative study on gender differences was performed. The chi-squared test was applied to compute the corresponding p-value. Gender significant differences concerning goals were found (such as, at secondary school, girls preferred to help people, whereas boys preferred to be rich or to have a lot of holidays), and degree preferences (secondary school girls showed great interest in degrees, such as psychology, criminology and medicine, while boys showed great interest in sports sciences and engineering). However, these differences cannot be attributed to the existence of gender stereotypes, to the poor social image of workers in that field, or to the goals to be achieved within this profession. Some proposals are offered to reduce the gap.

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Cheng, Ching-Ching, and Kuo-Hung Huang. "STEREOTYPES AND TECHNOLOGY EDUCATION: DIFFERENT PERCEPTIONS OF COMPUTER CAREER AMONG ELEMENTARY SCHOOL STUDENTS." Journal of Baltic Science Education 15, no. 3 (June 25, 2016): 271–83. http://dx.doi.org/10.33225/jbse/16.15.271.

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Prior studies indicated that children’s images of science and engineering greatly influenced their attitude toward career choice. This study explored how elementary school students perceived computer professionals and computer job tasks. Sixty-four students attending computer camps in 2 cities participated in the study. The Draw-a-Scientist Test was employed and interviews were performed to collect and analyze student perceptions of computer professionals and computer job tasks. The results indicated that the students held contrasting perceptions of computer professionals. Although some students envisioned computer professionals with stereotypical characteristics, such as poor eyesight and unsociability, many students viewed computer professionals as people who were knowledgeable, mild tempered, and socially attractive. Moreover, students residing in different areas had conflicting perceptions of computer professionals because of personal experience with various types of computer professional. The results suggested that students did not stereotype computer careers according to gender, but female students exhibited a more negative attitude toward computer careers than did male students. To shape student views on computer jobs and career choices effectively, the researchers suggest providing students with learning opportunities in life contexts to understand the nature of computer professions. Key words: career perception, digital divide, gender studies, perception of computer scientists, science and technology education, urban-rural gap.

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Montoro, Ana B., Carmen Gloria Aguayo-Arriagada, and Pablo Flores. "Measurement in Primary School Mathematics and Science Textbooks." Mathematics 9, no. 17 (September 2, 2021): 2127. http://dx.doi.org/10.3390/math9172127.

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The STEM (science, technology, engineering and mathematics) approach to education has acquired considerable prominence among teachers in recent years. Putting forward integrated proposals is nonetheless complex and many educators opt to implement the ones set out in textbooks. We consequently deemed it worthwhile to analyse how content common to mathematics and science is addressed in primary school textbooks with a view to determining whether the approaches adopted complement one another and are compatible with STEM education. More specifically, in light of the importance of measurement in both areas of learning and in everyday life, we describe the meaning of mass and volume found, in two publishers’ textbooks. Based on the components of the meaning of measurement and deploying content analysis techniques, we analysed the explanations and tasks set out in these mathematics and science books to identify the similarities and differences in the handling of those magnitudes in the two subjects. Our findings showed the proposals for teaching mass to pursue similar objectives in the earliest grades, addressing matters that could be included in STEM proposals. On the contrary, inconsistencies were detected in the distribution of volume measurement-related content, as well as in the strategies, units and tools used in the two areas.

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Yurenkova, L. R., I. V. Morozov, D. A. Korobov, and D. T. Dzhodzhua. "End-to-end design training: from descriptive geometry to computer modeling of cutting tools." Glavnyj mekhanik (Chief Mechanic), no. 9 (July 28, 2021): 62–70. http://dx.doi.org/10.33920/pro-2-2109-06.

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Modern trends in the development of technology are based mainly on successful engineering activities. The combination of the most modern computer technologies and the traditions of using a pencil, drawing, drafts, and, of course, a living fruitful thought is a guarantee of the education of a genuine Engineer. On the one hand, educational technologies in engineering universities at the initial stage should be based, in our deep conviction, on school geometry. On the other hand, descriptive geometry and engineering graphics should contain examples for immersion in the chosen specialty. By order of the Ministry of Education and Science of the Russian Federation, engineering classes, in which lecturers of technical universities were involved, were organized 10 years ago in Moscow schools. The creation of engineering classes is caused by the need to instill in students an interest in the engineering profession. To successfully solve this problem, it is necessary to increase the level of students» knowledge in geometry and drawing. On the basis of these subjects, one should develop design skills and skills of using computer modeling tools. The result of this cooperation should be the involvement of schoolchildren to participate in competitions and olympiads. The Department of Engineering Graphics, Bauman Moscow State Technical University, has accumulated 30 years of experience in cooperation with specialized schools in order to develop students» interest in the engineering profession. The article provides an example of the introduction of a common cutting tool, i. e. a drill, which demonstrates the depth of engineering thought formed over a thousand-year history, into the educational process when studying geometry at school and descriptive geometry at a technical university. The drill as an object comprehensible to first-year students is used to provide the basic knowledge of descriptive geometry. In addition, the problem related to the improvement of the technology of end-to-end training throughout the course of obtaining an engineering education is touched upon.

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Yurenkova, L. R., I. V. Morozov, D. A. Korobov, and D. T. Dzhodzhua. "End-to-end design training: from descriptive geometry to computer modeling of cutting tools." Glavnyj mekhanik (Chief Mechanic), no. 9 (July 28, 2021): 62–70. http://dx.doi.org/10.33920/pro-2-2109-06.

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Modern trends in the development of technology are based mainly on successful engineering activities. The combination of the most modern computer technologies and the traditions of using a pencil, drawing, drafts, and, of course, a living fruitful thought is a guarantee of the education of a genuine Engineer. On the one hand, educational technologies in engineering universities at the initial stage should be based, in our deep conviction, on school geometry. On the other hand, descriptive geometry and engineering graphics should contain examples for immersion in the chosen specialty. By order of the Ministry of Education and Science of the Russian Federation, engineering classes, in which lecturers of technical universities were involved, were organized 10 years ago in Moscow schools. The creation of engineering classes is caused by the need to instill in students an interest in the engineering profession. To successfully solve this problem, it is necessary to increase the level of students» knowledge in geometry and drawing. On the basis of these subjects, one should develop design skills and skills of using computer modeling tools. The result of this cooperation should be the involvement of schoolchildren to participate in competitions and olympiads. The Department of Engineering Graphics, Bauman Moscow State Technical University, has accumulated 30 years of experience in cooperation with specialized schools in order to develop students» interest in the engineering profession. The article provides an example of the introduction of a common cutting tool, i. e. a drill, which demonstrates the depth of engineering thought formed over a thousand-year history, into the educational process when studying geometry at school and descriptive geometry at a technical university. The drill as an object comprehensible to first-year students is used to provide the basic knowledge of descriptive geometry. In addition, the problem related to the improvement of the technology of end-to-end training throughout the course of obtaining an engineering education is touched upon.

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Aldemir, Tugce, Ido Davidesco, Susan Meabh Kelly, Noah Glaser, Aaron M. Kyle, Bianca Montrosse-Moorhead, and Katie Lane. "Investigating Students’ Learning Experiences in a Neural Engineering Integrated STEM High School Curriculum." Education Sciences 12, no. 10 (October 14, 2022): 705. http://dx.doi.org/10.3390/educsci12100705.

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STEM integration has become a national and international priority, but our understanding of student learning experiences in integrated STEM courses, especially those that integrate life sciences and engineering design, is limited. Our team has designed a new high school curriculum unit that focuses on neural engineering, an emerging interdisciplinary field that brings together neuroscience, technology, and engineering. Through the implementation of the unit in a high school engineering design course, we asked how incorporating life sciences into an engineering course supported student learning and what challenges were experienced by the students and their teacher. To address these questions, we conducted an exploratory case study consisting of a student focus group, an interview with the teacher, and analysis of student journals. Our analysis suggests that students were highly engaged by the authentic and collaborative engineering design process, helping solidify their self-efficacy and interest in engineering design. We also identified some challenges, such as students’ lower interest in life sciences compared to engineering design and the teacher lacking a life sciences background. These preliminary findings suggest that neural engineering can provide an effective context to the integration of life sciences and engineering design but more scaffolding and teacher support is needed for full integration.

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Ádámkó, Éva. "Gamification in programming - A short introductory session in programming with online games." International Journal of Engineering and Management Sciences 3, no. 5 (December 10, 2018): 16–22. http://dx.doi.org/10.21791/ijems.2018.5.2.

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Nowadays computer science is a diversified discipline with a wide range of interdisciplinary applications. Because of that, teachers at primary or high schools unavoidably face the following problem: What are the most useful fields, topics and applications of computer science and programming, and how can we teach them to be motivating enough for a student from the Z generation. In this paper we give a possible answer for the question above by presenting a short introductory session in programming for students in primary and high school. Our primary aim with the above session is to motivate students to continue their studies in engineering higher education. We also present our experiences about two experimental classes here.

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Khan, M. Sadiq Ali, Muhammad Nadeemullah, and Ghazal Khwaja Humayyun Akhtar. "Analyzing The Women’s Role In Engineering And Science." Pakistan Journal of Gender Studies 9, no. 1 (September 8, 2014): 13–22. http://dx.doi.org/10.46568/pjgs.v9i1.241.

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A women’s career till middle of the 20th century was not more than a school teacher, a librarian, a social worker or a nurse. A woman really had to work hard to earn less pay for the same job where men are highly paid, in this male-dominating society. The birth of Computer age opens the door of a whole new type of career for women: programming; the process of enabling machines to do a certain task by writing a set of instructions. Historically and conventionally, presence of women associated with field of engineering and science have been less prominent as compared to their counterpart. However, recent efforts initiated through various organizations, governmental and nongovernmental, attempting development of interest, promoting significance, increasing awareness and creating opportunities have improved statistics considerably. Globally, involvement of women with engineering and science has always been noticeably low. In this research article, we analyze the role of women in engineering and science, specially the science of information technology discipline and highlighting the causes of women’s experience and work role in a male dominating environment.

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Ramakrishna, B. L., A. Razdan, J. Sun, E. Ong, and A. A. Garcia. "Interactive Nano Visualization for Science and Engineering Education-Scanning Probe Microscope on the Web." Microscopy and Microanalysis 4, S2 (July 1998): 46–47. http://dx.doi.org/10.1017/s1431927600020353.

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The integration of nano-science and technology concepts into upper-division high school and lower-division college curricula will require innovative educational approaches that will help students understand the structures and properties of matter on a scale below 100 nanometers, i.e., the nanoscale. This Interactive Nano-Visualization in Science and Engineering Education (IN-VSEE) project will create a consortium of university and industry researchers, community college and high school science faculty, computer scientists and museum educators with a common vision of creating an interactive World Wide Web (WWW) site to develop a new educational thrust based on remote operation of advanced microscopes and nanofabrication tools coupled to powerful surface characterization methods. The centerpiece of this project is the web-based operation of the revolutionary scanning probe microscope (SPM), which has evolved rapidly into a relatively simple, yet powerful, technique capable of imaging and manipulating materials at resolutions down to the atomic scale.

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Cohen, Avi, Shlomi Dolev, and Judith Gal-Ezer. "The journey of computer science and software engineering in Israeli schools." ACM Inroads 13, no. 3 (September 2022): 29–37. http://dx.doi.org/10.1145/3556879.

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Smith, N. "Interview: Katie Atkinson: Dean of the School of Electrical Engineering, Electronics and Computer Science, University of Liverpool." Engineering & Technology 16, no. 4 (May 1, 2021): 87–94. http://dx.doi.org/10.1049/et.2021.0420.

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NAKAMURA, Yusuke. "Laboratory of Advanced Materials Science under Extreme Condition, Department of Electrical, Electronic and Computer Engineering, Graduate School of Engineering, Gifu University." Review of High Pressure Science and Technology 24, no. 2 (2014): 162–63. http://dx.doi.org/10.4131/jshpreview.24.162.

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Mylova, I., and E. Lukicheva. "Advanced Training of Teachers of Mathematics and Computer Science on the Basis of a Team Approach to Eliminate Methodological Defi ciencies in the Implementation of a Criteria-Based Assessment of Students’ Educational Achievements." Profession-Oriented School 9, no. 6 (January 18, 2022): 31–36. http://dx.doi.org/10.12737/1998-0744-2021-9-6-31-36.

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The widespread introduction of a criterion system for evaluating the educational results of schoolchildren is an actual and significant direction of the development of domestic education. The article is devoted to the problem of eliminating methodological deficits of teachers in the development of criteria assessment tools for the current control of subject results of teaching mathematics and computer science in primary and high school. The article describes the method of organizing advanced training of teachers of mathematics and computer science on the basis of a team approach that contributes to the practical implementation of the intra-school system of current control of students ' academic achievements on a criterion basis. The article presents an approach to the implementation of an additional professional training program for teachers of mathematics and computer science on the basis of "team training", focused on the development of professional skills necessary for conducting procedures for the current control of subject learning outcomes, the Department of Mathematical Education and Computer Science of St. Petersburg Academy of Postgraduate Pedagogical Education.

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Ismailova, Nelli. "SCIENTIFIC SCHOOL "APPLIED GEOMETRY AND ENGINEERING GRAPHICS NAMES OF ANATOLIY PODKORYTOV"." APPLIED GEOMETRY AND ENGINEERING GRAPHICS, no. 100 (May 24, 2021): 34–36. http://dx.doi.org/10.32347/0131-579x.2021.100.34-36.

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The founder of the scientific school of applied geometry in Odessa was Anatoly Podkorytov, academician of the higher school of Ukraine, doctor of technical sciences, professor. During the scientific and pedagogical activity, A. Podkorytov prepared 15 candidates of technical sciences, 3 doctors of technical sciences. He was awarded the Order of the Badge of Honor, silver and bronze medals for the development of 5 automatic installations that were exhibited at the exhibition of achievements of the national economy, he was also awarded two government awards. A. Podkorytov is the author of 27 copyright certificates for inventions, more than 549 printed scientific and methodological works published in Ukraine and abroad. Among them are several textbooks and textbooks on sketching geometry, computer graphics, several monographs. A. Podkorytov edited inter-university scientific and methodological collections on textual geometry. Today, the head of the scientific school "Applied Geometry and Engineering Graphics" named after Anatoly Nikolayevich Podkorytov is his student, Academician of the Higher School of Ukraine, Doctor of Technical Sciences, Professor Ismailova Nellya. The basis of all research areas of the scientific school is applied mechanics, the main areas of scientific research are related to weapons and military equipment. Representatives of the scientific school are engaged in geometric modeling of technical forms and automation of their design process.

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Li, Xiuju. "A Follow-up Study on Contestants in the International Science and Engineering Fair from the Chinese Mainland." Cultures of Science 2, no. 2 (June 2019): 151–59. http://dx.doi.org/10.1177/209660831900200206.

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Science competitions are an important part of science education. Research on students participating in science competitions is helpful for strengthening the role of the competitions in selecting and cultivating science and technology talent. The International Science and Engineering Fair (ISEF) is the world's largest pre-college science competition. This paper is a follow-up study of 70 contestants in the ISEF from the Chinese mainland (2003 to 2013). My research team emailed each of them a questionnaire to collect information on their subsequent learning and careers. The results reveal that most contestants were male; they were good at engineering, computer science and environmental science; they performed well in subsequent academic learning (70% of them won awards during their academic study, and 85% selected a major study field related to science, technology, engineering or mathematics); and the high school years is the best period in which to encourage students to pursue science-related study and careers. Based on my analysis, I offer some suggestions for cultivating young scientists.

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Hoffmann, Leah. "Bringing stability to wireless connections." Communications of the ACM 64, no. 2 (January 25, 2021): 120. http://dx.doi.org/10.1145/3441293.

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Buffum, Philip Sheridan, Megan Frankosky, Kristy Elizabeth Boyer, Eric N. Wiebe, Bradford W. Mott, and James C. Lester. "Collaboration and Gender Equity in Game-Based Learning for Middle School Computer Science." Computing in Science & Engineering 18, no. 2 (March 2016): 18–28. http://dx.doi.org/10.1109/mcse.2016.37.

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Baboshina, A. V., and P. A. Kornilov. "About the system of games in teaching high school students algorithms and mathematical structures." Informatics in school 1, no. 8 (December 3, 2021): 18–24. http://dx.doi.org/10.32517/2221-1993-2021-20-8-18-24.

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The article considers the issue of increasing the motivation of students to study computer science and mathematics by introducing gamifcation elements into the educational process. Special attention is paid to the possibility of introducing computer games into the educational process as part of extracurricular activities in computer science. A brief overview of the training software environment developed by the authors is given, containing a set of paired fnite mathematical games ("Determinant", "24 cards", "Even", "The Bachet's game", "The Bergson's matches", "The Kayles' game", "Nim"). The authors indicate the possibility of using the developed system of games to prepare students for the state fnal certifcation in computer science in the 11th grade. The main approaches to solving the games listed above, as well as their applications for determining the winning strategies of some other games, are considered. In conclusion, the rationale for the expediency of using the developed educational software environment is given.

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MacDonald, Heather. "Recent American Library School Graduate Disciplinary Backgrounds are Predominantly English and History." Evidence Based Library and Information Practice 14, no. 2 (June 12, 2019): 119–21. http://dx.doi.org/10.18438/eblip29550.

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A Review of: Clarke, R. I., & Kim, Y.-I. (2018). The more things change, the more they stay the same: educational and disciplinary backgrounds of American librarians, 1950-2015. School of Information Studies: Faculty Scholarship, 178. https://surface.syr.edu/istpub/178 Abstract Objective – To determine the educational and disciplinary backgrounds of recent library school graduates and compare them to librarians of the past and to the general population. Design – Cross-sectional. Setting – 7 library schools in North America. Subjects – 3,191 students and their 4,380 associated degrees. Methods – Data was solicited from every ALA-accredited Master of Library Science (MLS) program in the United States of America, Canada, and Puerto Rico on students enrolled between 2012-2016 about their undergraduate and graduate degrees and areas of study. Data was coded and summarized quantitatively. Undergraduate degree data were recoded and compared to the undergraduate degree areas of study for the college-educated American population for 2012-2015 using the IPEDS Classification of Instructional Programs taxonomic scheme. Data were compared to previous studies investigating librarian disciplinary backgrounds. Main Results – 12% of schools provided data. Recent North American library school graduates have undergraduate and graduate degrees with disciplinary backgrounds in humanities (41%), social sciences (22%), professions (17%), Science, Technology, Engineering and Math (STEM) (11%), arts (6%), and miscellaneous/interdisciplinary (3%). Of the humanities, English (14.68%) and history (10.43%) predominate. Comparing undergraduate degrees with the college-educated American population using the Integrated Postsecondary Education Data System (IPEDS) classification schema, recent library school graduates have a higher percentage of degrees in social sciences and history (21.37% vs. 9.24%), English language and literature/letters (20.33% vs. 2.65%), computer and information science (6.54% vs. 2.96%), and foreign languages, literatures, and linguistics (6.25% vs. 1.1%). Compared to librarians in the past, there has been a decline in recent library school graduates with English language and literature/letters, education, biological and physical sciences, and library science undergraduate degrees. There has been an increase in visual and performing arts undergraduate degrees in recent library school graduates. Conclusion – English and history disciplinary backgrounds still predominate in recent library school graduates. This could pose problems for library school students unfamiliar with social science methodologies, both in school and later when doing evidence-based practice in the work place. The disciplinary backgrounds of recent library school graduates were very different from the college-educated American population. An increase in librarians with STEM backgrounds may help serve a need for STEM support and provide more diverse perspectives. More recent library school graduates have an arts disciplinary background than was seen in previous generations. The creativity and innovation skills that an arts background provides could be an important skill in librarianship.

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Lamanauskas, Vincentas. "SOME ISSUES ON BIOLOGY EDUCATION: AN INTERVIEW WITH ANDREJ ŠORGO." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 13, no. 3 (December 25, 2016): 122–26. http://dx.doi.org/10.48127/gu-nse/16.13.122.

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Dr. Andrej Šorgo is Associate Professor of Biology Didactics at the Faculty of Natural Sciences and Mathematics, and a part time researcher at the Faculty of Electrical Engineering and Computer Science, University of Maribor. He got his Masters and PhD degrees in Biology from the University of Ljubljana. He has published textbooks and research articles and presented his work at a number of conferences. He has additionally over 20 years of experience as a secondary and higher vocational school teacher. He has won the award “Most innovative secondary school teacher”. More information is available online at: http://biologija.fnm.uni-mb.si/index.php?option=com_content&view=article&id=55&Itemid=7&lang=en

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Lewis, Gregory B. "Do Political Science Majors Succeed in the Labor Market?" PS: Political Science & Politics 50, no. 02 (March 31, 2017): 467–72. http://dx.doi.org/10.1017/s1049096516003012.

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ABSTRACT Despite some stakeholders’ concerns about the practical value of an undergraduate degree in political science, our graduates actually do quite well in the labor market. Based on analysis of a sample of 3.4 million college graduates (including 86,000 in political science) from the 2009–2014 American Community Surveys, our majors earn two-thirds more than demographically similar high school graduates if they stop with bachelor’s degrees, but they are among the most likely to obtain graduate degrees, especially in law. Only engineering, economics, computer science, and health science majors make at least 10% more than our graduates, who make nearly as much as those who major in business and 10% to 25% more than those who major in most other social sciences and humanities. Political science majors have relatively high unemployment rates in their 20s, however, and may end up in very different occupations than they imagined when they chose political science.

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Cui, Suxia, Younhui Wang, Yonggao Yang, Felecia M. Nave, and Kendall T. Harris. "Connecting Incoming Freshmen With Engineering Through Hands-On Projects." American Journal of Engineering Education (AJEE) 2, no. 2 (November 23, 2011): 31–42. http://dx.doi.org/10.19030/ajee.v2i2.6636.

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Engineering programs suffer a high attrition rate, which causes the nation to graduate much less engineers. A survey of the literature reveals that the high attrition rate is due mainly to the fact that the first year of an engineering program is all fundamental theory and students don't see the connection to their future engineering careers. To address this problem, educators in the Roy G. Perry College of Engineering at Prairie View A&M University launched a five-week summer camp entitled “College of Engineering Enhancement Institute (CE2I)” aimed at improving the performance of incoming freshmen in mathematics by one level and a smoother transition between high school and college. Each department in the college participated by introducing their individual curriculum through hands-on projects designed by faculty members. Computer Engineering, Computer Science and Computer Engineering Technology programs implemented multimedia projects to tie the incoming freshman to their selected majors. Results show that the camp met the expectations and successfully points the directions for our future engineering education practices.

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Balzer, Robert, Lee Erman, Martin Feather, Neil Goldman, Philip London, David Wile, David Wilczynski, et al. "Research in Progress at the Information Sciences Institute, University of Southern California." AI Magazine 1, no. 1 (July 1, 2017): 22. http://dx.doi.org/10.1609/aimag.v1i1.88.

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ISI is an off-campus research center in the University of Southern California's School of Engineering. The Institute engages in a broad set of research and application oriented projects in the computer sciences, ranging from advanced research efforts aimed at producing new concepts to operation of a major Arpanet computer facility.

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Mannila, Linda. "Digitally competent schools: teacher expectations when introducing digital competence in Finnish basic education." Seminar.net 14, no. 2 (October 15, 2018): 201–15. http://dx.doi.org/10.7577/seminar.2980.

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The increased exposure to technology raises a need for understanding how the digital world works, just as we learn about the physical world. As a result, countries all over the world are renewing their school curricula in order to include digital competence, computer science or other similar content. In this paper, we provide insight into what teachers see as crucial aspects when implementing a new curricula introducing digital competence as a transversal element. We have analysed 86 Finnish teachers’ descriptions of digitally competent schools and digitally competent personnel, in order to identify a list of prerequisites that can be helpful to school leaders who are to drive the change at their local schools.

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Bradlow, Ann, Jennifer Cole, and Matthew Goldrick. "Graduate studies in acoustics at Northwestern University." Journal of the Acoustical Society of America 152, no. 4 (October 2022): A122. http://dx.doi.org/10.1121/10.0015751.

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Northwestern University has a vibrant and interdisciplinary community of acousticians. Of the 13 ASA technical areas, 3 have strong representation at Northwestern: Speech Communication, Psychological and Physiological Acoustics, and Musical Acoustics. Sound-related work is conducted across a wide range of departments including Linguistics (in the Weinberg College of Arts and Sciences), Communication Sciences & Disorders, and Radio/Television/Film (both in the School of Communication), Electrical Engineering & Computer Science (in the McCormick School of Engineering), Music Theory & Cognition (in the Bienen School of Music), and Otolaryngology (in the Feinberg School of Medicine). In addition, The Knowles Hearing Center involves researchers and labs across the university dedicated to the prevention, diagnosis and treatment of hearing disorders. Acoustics research topics across the university include speech perception and production across the lifespan and across languages, dialects and socio-indexical properties of speech; sound art and design; social and cultural history of the sonic world; machine processing of music; musical communication; auditory perceptual learning; auditory aspects of conditions such as concussion, HIV, and autism; neurophysiology of hearing; and the cellular, molecular, and genetic bases of hearing function. We invite you to visit our poster to learn more about the “sonic boom” at Northwestern University!

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Ashby Plant, E., Amy L. Baylor, Celeste E. Doerr, and Rinat B. Rosenberg-Kima. "Changing middle-school students’ attitudes and performance regarding engineering with computer-based social models." Computers & Education 53, no. 2 (September 2009): 209–15. http://dx.doi.org/10.1016/j.compedu.2009.01.013.

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Edwards, Thomas G. "Some Big Ideas of Algebra in the Middle Grades." Mathematics Teaching in the Middle School 6, no. 1 (September 2000): 26–31. http://dx.doi.org/10.5951/mtms.6.1.0026.

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Without question, mathematics in general, and algebra in particular, have served as “gatekeepers” to the study of other academic fields, such as engineering, the physical sciences, computer science, and medicine, as well as to increased vocational opportunities in technical support fields. As a result, middle school teachers have felt increased pressure both to teach algebraic concepts directly and to develop mathematical concepts in ways that will support students' formal study of algebra in the future. A recent call for manuscripts in Mathematics Teaching in the Middle School noted that “the rate of students' success with this subject has been linked to the careful, planned development of algebra as a way of thinking about and modeling various phenomena at every grade level” (NCTM 1999). Such a careful, planned development requires clearly identifying the “big ideas” of algebra that are appropriate to middle school.

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Bird, Ian, Simone Campana, Pere Mato Vila, Stefan Roiser, Markus Schulz, Graeme A. Stewart, and Andrea Valassi. "A Software Institute for Data-Intensive Sciences, Joining Computer Science Academia and Natural Science Research." EPJ Web of Conferences 245 (2020): 08020. http://dx.doi.org/10.1051/epjconf/202024508020.

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With the ever-increasing size of scientific collaborations and complexity of scientific instruments, the software needed to acquire, process and analyze the gathered data is increasing in both complexity and size. Unfortunately the role and career path of scientists and engineers working on software R&D and developing scientific software are neither clearly established nor defined in many fields of natural science. In addition, the exchange of information between scientific software development and computer science departments at universities or computing schools is scattered and fragmented into individual initiatives. To address the above issues we propose a new effort on a European level, which concentrates on strengthening the role of software developers in natural sciences, acts as a hub for the exchange of ideas among different stake-holders in computer science and scientific software and forms a lobbying forum for software engineering in natural sciences on an international level. This contribution discusses in detail the motivation, role and interplay with other initiatives of a “Software Institute for Data-Intensive Sciences”, which is currently being discussed between research institutes, universities and funding agencies in Europe. In addition to the current status, an outlook on future prospects of this initiative will be given.

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Weisgram, Erica S., and Rebecca S. Bigler. "THE ROLE OF ATTITUDES AND INTERVENTION IN HIGH SCHOOL GIRLS' INTEREST IN COMPUTER SCIENCE." Journal of Women and Minorities in Science and Engineering 12, no. 4 (2006): 325–36. http://dx.doi.org/10.1615/jwomenminorscieneng.v12.i4.40.

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Stus, E. A., and M. A. Stus. "Development of tasks on the discipline “Informatics and Computer Engineering” for students at the Faculty of History." Informatics and education 37, no. 3 (August 22, 2022): 35–45. http://dx.doi.org/10.32517/0234-0453-2022-37-3-35-45.

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In the process of changing the priorities of the educational paradigm, many tasks arise, one of which is the formation of information technology competence at all levels of education. The current Federal State Educational Standards are based on a competency-based approach. In this regard, it becomes necessary to develop students’ competencies in the field of information technology, which graduates of the Faculty of History should have.The article actualizes the need to develop adapted tasks in the discipline “Informatics and Computer Engineering” for the specialties of the training areas 46.03.01 “History” and 46.03.02 “Documentation Science and Archival Science”.The objectives of the article are to develop tasks that cover the competencies that a graduate should have as a result of mastering a bachelor’s program, to conduct a comparative analysis of informatics textbooks used in the Russian Federation, to identify sections of the course that should be improved based on the results obtained during the experiment and the interests of students, as well as analysis of the level of formation of information technology competence in first-year students of training areas 46.03.01 “History” and 46.03.02 “Document science and archive science” using testing.The purpose of the article is to develop tasks that cover the competencies that a graduate should have as a result of mastering the bachelor’s program, as well as an analysis of the level of formation of information technology competence among students of the first course of training areas 46.03.01 “History” and 46.03.02 “Documentation Science and Archival Science” using testing.As a result of the study, it turned out that the majority of students have an average level of knowledge of the school curriculum in the subject “Informatics”. It is concluded that the study of informatics at school does not have a significant impact on the general level of knowledge of students in the field of information and communication technologies.

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Riegle-Crumb, Catherine, and Menglu Peng. "Examining High School Students’ Gendered Beliefs about Math: Predictors and Implications for Choice of STEM College Majors." Sociology of Education 94, no. 3 (May 18, 2021): 227–48. http://dx.doi.org/10.1177/00380407211014777.

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Utilizing the High School Longitudinal Study, a nationally representative sample of U.S. high school students, this study investigates the factors that predict different beliefs about gendered math ability and the potential consequences for students’ choices to enter gender-segregated science, technology, engineering, and mathematics (STEM) majors in college. Among other results, analyses reveal that while about 25 percent of students report a traditionally stereotypical belief in male superiority, about 20 percent report a counter-stereotypical belief in female superiority; among female students, such beliefs are more common among black students. Further, models reveal a robust association between holding counter-stereotypical beliefs and the likelihood that women choose biological science majors, which are female dominated, compared to non-STEM fields. Among men, holding counter-stereotypical beliefs is associated with a lower likelihood of majoring in physical science, computer science, math, and engineering fields, which are strongly male dominated, versus non-STEM fields. Implications for gender inequality in STEM fields are discussed.

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Imai, Shinichi, Youichirou Ueno, and Kazunori Kajihara. "Implement a Program with Contents of Measurement and Control for Elementary School Science Classes." Journal of Robotics and Mechatronics 31, no. 3 (June 20, 2019): 434–40. http://dx.doi.org/10.20965/jrm.2019.p0434.

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In today’s day and age, we encounter a wide array of electronic devices such as personal computers, game machines, mobile phones, etc. in our daily life. Such devices are controlled through invisible sites. The measurement and control of these devices constitute such an essential technology for the modern society that they have to be formally studied at junior high school and beyond. To facilitate the smooth transition of students into the process of learning about such devices, education about them should preferably be introduced at the early stage of elementary school. However, that will make the elementary school’s curriculum too restrictive, as activities not described in the government course of studies cannot be implemented. In this study, therefore, we have implemented graduation work activities (teaching for measurement and control) in accordance with the government course of studies to teach science at elementary schools and have verified its effectiveness.

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Journal articles on the topic 'School of Engineering and Computer Science'

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