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Software agents communicate using ontology. It is important to build an ontology for specific domain such as Software Engineering Education. Building an ontology from scratch is not only hard, but also incur much time and cost. This study aims to propose an ontology through adaptation of the existing ontology which is originally built based on a qualification framework. "Descriptor Defining Levels in the European Qualification Framework" (extracted from: Cassel et. al., 2007) is appended. [For full proceedings, see ED557168.]

This paper reports a pilot study of Context Evaluation using a self-developed questionnaire distributed among engineering undergraduates at a university under study. The study aims to validate the self-developed questionnaires used in the Context evaluation, a component in the CIPP Model. The Context evaluation assesses background information for needs, assets, problems and opportunities relevant to beneficiaries of the study in a defined environment. Through the questionnaire, background information for the assessment of needs, assets and problems related to the engineering undergraduates' perceptions on the teaching and learning of technical oral presentation skills was collected and analysed. The questionnaire was developed using 5-points Likert scale to measure the constructs under study. They were distributed to 100 respondents with 79 returned. The respondents consisted of engineering undergraduates studied at various faculties at one technical university in Malaysia. The descriptive analysis of data for each item which makes up the construct for Context evaluation is found to be high. This implied that engineering undergraduates showed high interest in teaching and learning of technical oral presentation skills, thus their needs are met. Also, they agreed that assets and facilities are conducive to their learning. In conclusion, the context evaluation involving needs and assets factors are both considerably important; their needs are met and the assets and facilities do support their technical oral presentation skills learning experience. [ABSTRACT FROM AUTHOR]

The underrepresentation of women is a persistent feature of engineering in the U.S. Engineering's masculine gender-typing is partly accountable for women's underrepresentation there, but not necessarily elsewhere in the world. In Malaysia, a country in which engineering is also masculine-typed, women's participation rate in engineering studies and work is nearly double that in the U.S. Despite a masculine gender-typing of engineering in both countries, why do so many more Malaysian women enter engineering than in the U.S.? We draw on focus group interviews with nineteen female undergraduate engineering students in a top Malaysian engineering program to understand this pattern. Analyses reveal that how the discipline is gendered differs across locations. In both locations, engineering is male-typed through masculine stereotypes and negative assumptions of women's engineering-related capabilities. In the U.S., but not Malaysia, engineering is maletyped through an incompatibility between women's personal identity and her professional identity as an engineer. So while Malaysian students describe gender-based differential treatment in college, recognize the possibility of gendered work tasks and sites, and incompatibility between family and engineering, they do not describe a mismatch between being a woman and being an engineer. By situating our study of gender in an international context, especially one with a relatively high female engineering participation rate, we explain how the gender-typing of a field matters for women's curricular choices and, most notably, how a field's masculine gender-typing does not always mean the exclusion of women. We contribute to the growing dialogue about ways to improve women's engineering presence and, more broadly, their science, technology, engineering, and mathematics (STEM) participation in the U.S. [ABSTRACT FROM AUTHOR]