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  • 1.
    Engström, Madelaine
    et al.
    Linköping University, The Institute of Technology.
    Haraldsson, Anders
    Linköping University, Department of Computer and Information Science, EIT - Education in Information Technology Group. Linköping University, The Institute of Technology.
    Mattsson, Tove
    Linköping University, Faculty of Arts and Sciences.
    Salminen-Karlsson, Minna
    Linköping University, Department of Thematic Studies. Linköping University, Faculty of Arts and Sciences.
    Studenter genusgranskar sin utbildning: Projekt med elektro- och dataprogrammen och lärarutbildningen vid Linköpings universitet2003Report (Other academic)
    Abstract [sv]

    I huvudsak kvinnliga studenter från elektro- och dataprogrammen och lä-rarutbildningen utbildades i genuskunskap och fick i uppdrag att under ett läsår studera sina utbildningar ur ett genusperspektiv gällande inne-håll, kurslitteratur, undervisnings- och examinationsformer samt bemö-tande från lärare och andra studenter. Studenterna från respektive utbild-ningsområde bildade var sin projektgrupp under ledning av en handledare.

    De huvudsakliga resultaten är dels att de kvinnliga studenterna efter utbildningen i genuskunskap och alla diskussioner ser sina utbildningar på ett nytt sätt, genom att självmant observera och reflektera över förete-elser de inte varit medvetna om. Dels har vi fått ökad kunskap om genus-aspekter i själva utbildningsprogrammen genom de observationer som studenterna gjort under läsåret. Dessutom kan man se projektet som en mall för andra program som man vill studera och genomlysa ur ett ge-nusperspektiv. Ett annat intressant resultat från projektet var bildandet av det kvinnliga nätverket Grace för elektro- och datastudenterna.

    Rapporten beskriver projektet, dess uppläggning och genomförande, re-sultaten från respektive utbildningsområde och avslutas med en reflektion av projektet och de funna resultaten i ett större perspektiv med jämförelser med resultat från andra undersökningar om genus i högskoleutbildning.

  • 2.
    Hägglund, Björn
    Linköping University, Department of Computer and Information Science, EIT - Education in Information Technology Group. Linköping University, The Institute of Technology.
    A framework for designing constraint stores2007Licentiate thesis, monograph (Other academic)
    Abstract [en]

    A constraint solver based on concurrent search and propagation provides a well-defined component model for propagators by enforcing a strict two-level architecture. This makes it straightforward for third parties to invent, implement and deploy new kinds of propagators. The most critical components of such solvers are the constraint stores through which propagators communicate with each other. Introducing stores supporting new kinds of stored constraints can potentially increase the solving power by several orders of magnitude. This thesis presents a theoretical framework for designing stores achieving this without loss of propagator interoperability.

  • 3.
    Hägglund, Björn
    et al.
    Linköping University, The Institute of Technology. Linköping University, Department of Computer and Information Science, EIT - Education in Information Technology Group.
    Haraldsson, Anders
    Linköping University, The Institute of Technology. Linköping University, Department of Computer and Information Science, EIT - Education in Information Technology Group.
    The Art and Virtue of Symbolic Constraint Propagation2006In: CP 2006 Twelfth International Conference on Principles and Practice of Constraint Programming,2006, 2006, p. 78-Conference paper (Refereed)
  • 4.
    Rasoal, Chato
    et al.
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences.
    Ragnemalm, Eva
    Linköping University, Department of Computer and Information Science, EIT - Education in Information Technology Group. Linköping University, The Institute of Technology.
    Does Problem Based Learning affect empathy?2011In: Does Problem Based Learning affect empathy? / [ed] Liz Roberts, 2011, p. 1-5Conference paper (Refereed)
    Abstract [en]

    Problem based learning as used at Linköping University focuses on self-directed small-group learning in group sessions that are facilitated by staff or older students. We believe PBL might affect empathy because of two reasons; the feedback produced and received during tutorial sessions as well as the frequent collaboration could encourage the development of empathy. Also, personnel involved in tutoring engineering students often perceive that students from the engineering program that uses PBL are more mature in many respects, including empathy, than other students in engineering. The purpose of this study was to investigate the level of empathy among engineering students on a programme that uses PBL at Linköping University. 35 students from the first semester, and 22 from the 5th semester were analysed. The results show significant increase in empathy between the first and 5th semester.

     

  • 5.
    Wiggberg, M.
    et al.
    Uppsala University.
    Dalenius, Peter
    Linköping University, Department of Computer and Information Science, EIT - Education in Information Technology Group. Linköping University, The Institute of Technology. Linköping University, Department of Computer and Information Science, Artificial Intelligence and Intergrated Computer systems.
    Bridges and problem solving: Swedish engineering students' conceptions of engineering in 20072009In: Proceedings of the 1st International Conference on Computer Supported Education (CSEDU), 2009, Vol. 2, p. 5-12Conference paper (Refereed)
    Abstract [en]

    Swedish engineering students conceptions of engineering is investigated by a large nation-wide study in ten Swedish higher education institutions. Based on data from surveys and interviews, categories and top-lists, a picture of students conceptions of engineering is presented. Students conceptions of engineering, are somewhat divergent, but dealing with problems and their solutions and creativity are identified as core concepts. The survey data is in general more varied and deals with somewhat different kinds of terms. When explicitly asking for five engineering terms, as in the survey, a broader picture arises including terms, or concepts, denoting how students think of engineering and work in a more personal way. For example, words like hard work, stressful, challenging, interesting, and fun are used. On the other hand, it seems like the interviewed students tried to give more general answers that were not always connected to their personal experiences. Knowledge on students conceptions of engineering is essential for practitioners in engineering education. By information on students conceptions, the teaching can approach students at their particular mindset of the engineering field. Program managers with responsibility for design of engineering programs would also benefit using information on students conceptions of engineering. Courses could be motivated and contextualized in order to connect with the students. Recruitment officers would also have an easier time marketing why people should chose the engineering track.

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