Pub Date : 2010-04-06DOI: 10.1109/TEE.2010.5508873
Andrew Chen
In teaching an introductory course whose content was part computer literacy and part digital logic, an innovative approach to getting students to be engaged with the material was attempted. All homework assignments were part of a large narrative story with a protagonist that has many adventures, and during his adventures, he must ask for help from his friend. The friend is, of course, the student doing the homework. This provides a context and targeted audience for the students' writing, makes the student feel like their work is part of a larger coherent whole, situates the specific skills necessary in doing the homework, and results in the students directing their dislike of the assignment at the protagonist of the story rather than at the instructor. In doing this, students develop writing skills (as they write answers to questions from the story's protagonist) which are different in nature than what they would in an assignment in which they were asked to "show your work"; these writing skills more closely approximate the communication skills that these technical students would need to communicate with a non-technical audience. Integrating the large narrative story within the context of popular culture references, previous and future assignments, and allowing for it to build up suspense and tension with regard to the coming assignments and topics provides a continuity of instructional flow which is advantageous to retaining students' interest. This integration also helps with the education of various other non-technical skills as students learn to see their work in the larger human context of what they are doing through the use of the continually running narrative which holds the course together. In this paper I will describe this approach in detail, provide examples of how this approach was used, and provide survey results from students regarding the effectiveness of the approach in accomplishing the aforementioned items.
{"title":"Having Students See the Human Context of Their Work through Narrative","authors":"Andrew Chen","doi":"10.1109/TEE.2010.5508873","DOIUrl":"https://doi.org/10.1109/TEE.2010.5508873","url":null,"abstract":"In teaching an introductory course whose content was part computer literacy and part digital logic, an innovative approach to getting students to be engaged with the material was attempted. All homework assignments were part of a large narrative story with a protagonist that has many adventures, and during his adventures, he must ask for help from his friend. The friend is, of course, the student doing the homework. This provides a context and targeted audience for the students' writing, makes the student feel like their work is part of a larger coherent whole, situates the specific skills necessary in doing the homework, and results in the students directing their dislike of the assignment at the protagonist of the story rather than at the instructor. In doing this, students develop writing skills (as they write answers to questions from the story's protagonist) which are different in nature than what they would in an assignment in which they were asked to \"show your work\"; these writing skills more closely approximate the communication skills that these technical students would need to communicate with a non-technical audience. Integrating the large narrative story within the context of popular culture references, previous and future assignments, and allowing for it to build up suspense and tension with regard to the coming assignments and topics provides a continuity of instructional flow which is advantageous to retaining students' interest. This integration also helps with the education of various other non-technical skills as students learn to see their work in the larger human context of what they are doing through the use of the continually running narrative which holds the course together. In this paper I will describe this approach in detail, provide examples of how this approach was used, and provide survey results from students regarding the effectiveness of the approach in accomplishing the aforementioned items.","PeriodicalId":201873,"journal":{"name":"2010 IEEE Transforming Engineering Education: Creating Interdisciplinary Skills for Complex Global Environments","volume":"35 3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130802173","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2010-04-06DOI: 10.1109/TEE.2010.5508876
K. Craig, Hyunjae Park
Abstract - A transformative first-year engineering experience has been created with the goal to immerse students in the experience of what it means to be an engineer. Students start the process of becoming an engineer, not just studying engineering. They focus on multidisciplinary engineering system investigations and discovery learning. The interaction of technology, business, human values, and complexity to achieve innovation is directly experienced by students through the application of the engineering system design process to real-world problems. The students embrace a new attitude towards learning and knowledge. They are expected to come prepared for class, ready to learn and dynamically interact. Faculties have a new attitude towards teaching, mentoring students, and addressing different learning styles: kinesthetic, aural, visual, and written. Active, integrative, inquiry- guided teaching is becoming the norm. Changing attitude and behavior is difficult for all involved, but it is happening.
{"title":"Multidisciplinary Freshman Engineering","authors":"K. Craig, Hyunjae Park","doi":"10.1109/TEE.2010.5508876","DOIUrl":"https://doi.org/10.1109/TEE.2010.5508876","url":null,"abstract":"Abstract - A transformative first-year engineering experience has been created with the goal to immerse students in the experience of what it means to be an engineer. Students start the process of becoming an engineer, not just studying engineering. They focus on multidisciplinary engineering system investigations and discovery learning. The interaction of technology, business, human values, and complexity to achieve innovation is directly experienced by students through the application of the engineering system design process to real-world problems. The students embrace a new attitude towards learning and knowledge. They are expected to come prepared for class, ready to learn and dynamically interact. Faculties have a new attitude towards teaching, mentoring students, and addressing different learning styles: kinesthetic, aural, visual, and written. Active, integrative, inquiry- guided teaching is becoming the norm. Changing attitude and behavior is difficult for all involved, but it is happening.","PeriodicalId":201873,"journal":{"name":"2010 IEEE Transforming Engineering Education: Creating Interdisciplinary Skills for Complex Global Environments","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125294408","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2010-04-06DOI: 10.1109/TEE.2010.5508828
Brian K. Schertz, D. Goldberg, Karen Hyman
As the nature of engineering problems evolve at an ever quickening pace in an increasingly global marketplace; academic institutions are faced with strong and mounting pressures to adapt decades-old engineering education models in order to maintain their educational influence, relevance, and position with respect to students, industry, and the greater society. This transformation is especially challenging in the context of major research institutions with longstanding traditions of high quality engineering education. This paper presents a model for engineering education reform through an ongoing initiative within the College of Engineering at University of Illinois. Factors such as institutional resistance to transformation are considered and potential solutions are offered. The paper explores the power of pilot programs aimed at encouraging freshmen student involvement, development, and interaction. Consideration is given to implementation issues, and scalability within the context of the current pilot program. A focus on student leadership development and learning is presented within the program framework. Discussion of the role that upper level undergraduates and graduate students play in the operation of the program is also presented. Preliminary efficacy of the program and its future at the University of Illinois will be discussed. Upcoming challenges for the model will be considered with a primary focus on the challenges inherent in a program that relies heavily on student leadership and engagement. Concluding comments will be made regarding pilot programs as a vehicle for implementing engineering education transformation.
{"title":"Engineering Education Reform in a Large Research University: Strategies and Reflections on Innovation","authors":"Brian K. Schertz, D. Goldberg, Karen Hyman","doi":"10.1109/TEE.2010.5508828","DOIUrl":"https://doi.org/10.1109/TEE.2010.5508828","url":null,"abstract":"As the nature of engineering problems evolve at an ever quickening pace in an increasingly global marketplace; academic institutions are faced with strong and mounting pressures to adapt decades-old engineering education models in order to maintain their educational influence, relevance, and position with respect to students, industry, and the greater society. This transformation is especially challenging in the context of major research institutions with longstanding traditions of high quality engineering education. This paper presents a model for engineering education reform through an ongoing initiative within the College of Engineering at University of Illinois. Factors such as institutional resistance to transformation are considered and potential solutions are offered. The paper explores the power of pilot programs aimed at encouraging freshmen student involvement, development, and interaction. Consideration is given to implementation issues, and scalability within the context of the current pilot program. A focus on student leadership development and learning is presented within the program framework. Discussion of the role that upper level undergraduates and graduate students play in the operation of the program is also presented. Preliminary efficacy of the program and its future at the University of Illinois will be discussed. Upcoming challenges for the model will be considered with a primary focus on the challenges inherent in a program that relies heavily on student leadership and engagement. Concluding comments will be made regarding pilot programs as a vehicle for implementing engineering education transformation.","PeriodicalId":201873,"journal":{"name":"2010 IEEE Transforming Engineering Education: Creating Interdisciplinary Skills for Complex Global Environments","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125447463","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2010-04-06DOI: 10.1109/TEE.2010.5508826
T. Boult, R. Dandapani, N. Polok, V. Reddy, G. Stock
Abstract- This paper focuses on the transformation of education in engineering to education in engineering innovation. In particular, this paper describes the award winning Bachelor of InnovationTM (BI) family of degrees at the University of Colorado at Colorado Springs, which is a unique partnership between the schools of business and engineering that includes four BI degrees in engineering. We first examine the motivation and need for a radically new approach. This approach is based on a new common core of innovation courses and family of degrees and majors, in contrast to efforts at many schools that offer only a single major or course. A critical element of this radical approach is that the program span across departments, colleges, and even beyond the boundaries of the university. Second, we describe in detail the BI degree structure and summarize the unique aspects of the program, from the three-year multi-disciplinary team experience to the trademarked name. We present our BI program as its own case study in innovation within higher education and review the key challenges we faced. We then review existing university engineering programs and demonstrate the unique position of the BI family of degrees relative to these other programs. We conclude with lessons learned and a look at some accomplishments so far.
{"title":"The Bachelor of Innovation™ Family of Degrees: Transforming Education in Engineering to Education in Innovation","authors":"T. Boult, R. Dandapani, N. Polok, V. Reddy, G. Stock","doi":"10.1109/TEE.2010.5508826","DOIUrl":"https://doi.org/10.1109/TEE.2010.5508826","url":null,"abstract":"Abstract- This paper focuses on the transformation of education in engineering to education in engineering innovation. In particular, this paper describes the award winning Bachelor of InnovationTM (BI) family of degrees at the University of Colorado at Colorado Springs, which is a unique partnership between the schools of business and engineering that includes four BI degrees in engineering. We first examine the motivation and need for a radically new approach. This approach is based on a new common core of innovation courses and family of degrees and majors, in contrast to efforts at many schools that offer only a single major or course. A critical element of this radical approach is that the program span across departments, colleges, and even beyond the boundaries of the university. Second, we describe in detail the BI degree structure and summarize the unique aspects of the program, from the three-year multi-disciplinary team experience to the trademarked name. We present our BI program as its own case study in innovation within higher education and review the key challenges we faced. We then review existing university engineering programs and demonstrate the unique position of the BI family of degrees relative to these other programs. We conclude with lessons learned and a look at some accomplishments so far.","PeriodicalId":201873,"journal":{"name":"2010 IEEE Transforming Engineering Education: Creating Interdisciplinary Skills for Complex Global Environments","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134212295","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2010-04-06DOI: 10.1109/TEE.2010.5508846
L. Kilmartin, E. McCarrick
This paper provides a case study of a service learning based project module which has been integrated into the under-graduate degree programmes delivered by the Electrical & Electronic Engineering discipline within the College of Engineering and Informatics at the National University of Ireland, Galway. Community based service learning has long been promoted as a viable and effective means of improving student engagement by the use of both practical experiences and periods of reflection. In 2008, a pilot project was initiated to examine opportunities to embed service learning into the degree programmes offered by the discipline of Electrical & Electronic Engineering. This has now evolved into a programme which all undergraduate students of the discipline (i.e. completing bachelor programmes in Electronic Engineering and Electronic & Computer Engineering) must complete during the third year of their four year under-graduate degree programme. This module has replaced a traditional group project based module which typically involved project topics related to either course work or the research interests of academic staff. The new service learning based module requires the students to complete a 6 month group project involving community partner organisations who work with clients who have various forms of physical disabilities. A focus group based evaluation of the module involving the various stakeholders in the initiative is presented in the paper. This review highlights the degree to which the module achieves its aim of enhancing the learning outcomes across the complete technical and non-technical skills spectrum.
{"title":"A Case Study of Enhancing Learning Outcomes for Undergraduate ElectronicComputer Engineering Students through a Service Learning Based Project Module","authors":"L. Kilmartin, E. McCarrick","doi":"10.1109/TEE.2010.5508846","DOIUrl":"https://doi.org/10.1109/TEE.2010.5508846","url":null,"abstract":"This paper provides a case study of a service learning based project module which has been integrated into the under-graduate degree programmes delivered by the Electrical & Electronic Engineering discipline within the College of Engineering and Informatics at the National University of Ireland, Galway. Community based service learning has long been promoted as a viable and effective means of improving student engagement by the use of both practical experiences and periods of reflection. In 2008, a pilot project was initiated to examine opportunities to embed service learning into the degree programmes offered by the discipline of Electrical & Electronic Engineering. This has now evolved into a programme which all undergraduate students of the discipline (i.e. completing bachelor programmes in Electronic Engineering and Electronic & Computer Engineering) must complete during the third year of their four year under-graduate degree programme. This module has replaced a traditional group project based module which typically involved project topics related to either course work or the research interests of academic staff. The new service learning based module requires the students to complete a 6 month group project involving community partner organisations who work with clients who have various forms of physical disabilities. A focus group based evaluation of the module involving the various stakeholders in the initiative is presented in the paper. This review highlights the degree to which the module achieves its aim of enhancing the learning outcomes across the complete technical and non-technical skills spectrum.","PeriodicalId":201873,"journal":{"name":"2010 IEEE Transforming Engineering Education: Creating Interdisciplinary Skills for Complex Global Environments","volume":"202 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131801360","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2010-04-06DOI: 10.1109/TEE.2010.5508840
A. O'Dwyer
In this contribution, the author reports on, reflects on and evaluates case studies in which the ability to communicate effectively was embedded into modules for which the author had academic responsibility, on both Level 8 (Bachelors) and Level 9 (Masters) engineering programs. The generic competency was developed using formal student presentations, mostly done individually, with a minority done in teams. Peer and tutor assessment of the presentations was employed, following a structured guideline agreed with the students; among other advantages, peer assessment assists in the further development of student analytical skills and professional ethics. The contribution discusses the peer assessment experience, including formal student feedback on the process. The author's experiences are that the learning and assessment method is learner-centered, motivates independent learning, caters to a diverse student background and unlocks previous student work and learning experiences to the benefit of all learners.
{"title":"Learning and Assessment of Student Communication Skills on Engineering Programs: Some Experiences","authors":"A. O'Dwyer","doi":"10.1109/TEE.2010.5508840","DOIUrl":"https://doi.org/10.1109/TEE.2010.5508840","url":null,"abstract":"In this contribution, the author reports on, reflects on and evaluates case studies in which the ability to communicate effectively was embedded into modules for which the author had academic responsibility, on both Level 8 (Bachelors) and Level 9 (Masters) engineering programs. The generic competency was developed using formal student presentations, mostly done individually, with a minority done in teams. Peer and tutor assessment of the presentations was employed, following a structured guideline agreed with the students; among other advantages, peer assessment assists in the further development of student analytical skills and professional ethics. The contribution discusses the peer assessment experience, including formal student feedback on the process. The author's experiences are that the learning and assessment method is learner-centered, motivates independent learning, caters to a diverse student background and unlocks previous student work and learning experiences to the benefit of all learners.","PeriodicalId":201873,"journal":{"name":"2010 IEEE Transforming Engineering Education: Creating Interdisciplinary Skills for Complex Global Environments","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125336771","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2010-04-06DOI: 10.1109/TEE.2010.5508816
D. Barbe
Over the past 25 years technology entrepreneurship programs of the Maryland Technology Enterprise Institute (Mtech), a unit of the Clark School of Engineering at the University of Maryland (UM), has evolved from an on-campus incubator for technology-oriented startup companies to a dozen innovative programs in entrepreneurship education, venture creation and industry partnerships, three of which are national models. These programs form a continuum that provides a full range of supportive activities for entrepreneurial endeavors. This continuum can be thought of as a system whose inputs are ideas, concepts and intellectual property (IP), and whose outputs are innovative companies and entrepreneurs and sustainable. Since 1987, these programs have contributed $22B to the economy of Maryland.
{"title":"A Model of Cross Disciplinary Education, Technology Transfer and Teaching Non-Technical Skills for Engineers","authors":"D. Barbe","doi":"10.1109/TEE.2010.5508816","DOIUrl":"https://doi.org/10.1109/TEE.2010.5508816","url":null,"abstract":"Over the past 25 years technology entrepreneurship programs of the Maryland Technology Enterprise Institute (Mtech), a unit of the Clark School of Engineering at the University of Maryland (UM), has evolved from an on-campus incubator for technology-oriented startup companies to a dozen innovative programs in entrepreneurship education, venture creation and industry partnerships, three of which are national models. These programs form a continuum that provides a full range of supportive activities for entrepreneurial endeavors. This continuum can be thought of as a system whose inputs are ideas, concepts and intellectual property (IP), and whose outputs are innovative companies and entrepreneurs and sustainable. Since 1987, these programs have contributed $22B to the economy of Maryland.","PeriodicalId":201873,"journal":{"name":"2010 IEEE Transforming Engineering Education: Creating Interdisciplinary Skills for Complex Global Environments","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114860057","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2010-04-06DOI: 10.1109/TEE.2010.5508894
E. Ambrose
The purpose of the paper is to explore the challenge of designing and delivering a module for web-based delivery to a geographically distributed audience. As part of the IBM Integrated Supply Chain University consortium, there is a project aimed at developing a curriculum and teaching materials for Service Supply Chain courses at MBA level or equivalent, broadly based on the topic of Services Science Management and Engineering (SSME). It is a collaborative exercise, involving UCD, leading US universities in the supply chain field and the IBM Integrated Supply Chain Group. The project entails the development of an existing curriculum structure, to design and deliver the module over the web.
{"title":"Services Science Curriculum: Design and Web-Based Delivery","authors":"E. Ambrose","doi":"10.1109/TEE.2010.5508894","DOIUrl":"https://doi.org/10.1109/TEE.2010.5508894","url":null,"abstract":"The purpose of the paper is to explore the challenge of designing and delivering a module for web-based delivery to a geographically distributed audience. As part of the IBM Integrated Supply Chain University consortium, there is a project aimed at developing a curriculum and teaching materials for Service Supply Chain courses at MBA level or equivalent, broadly based on the topic of Services Science Management and Engineering (SSME). It is a collaborative exercise, involving UCD, leading US universities in the supply chain field and the IBM Integrated Supply Chain Group. The project entails the development of an existing curriculum structure, to design and deliver the module over the web.","PeriodicalId":201873,"journal":{"name":"2010 IEEE Transforming Engineering Education: Creating Interdisciplinary Skills for Complex Global Environments","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114537224","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2010-04-06DOI: 10.1109/TEE.2010.5508945
A. Desai, Jean-Claude Thomassian
This paper describes an effort that seeks to impart business as well as management skills to engineering technology students. Face-to face and online is the chosen method of instruction. It is well recognized that engineering technologists generally have a very strong background in technical skills at the time of graduation. However, they are imparted little education related to organizational management, entrepreneurship, finance, project management, product quality and development etc. These skills form the crux of entrepreneurship and are highly sought after in any workplace. Demonstrably, the absence of aforementioned skills in a technology curriculum is a great disservice to students. This paper describes how this crucial need was addressed through the development of a master's program in engineering management that includes several dual numbered courses that can be taken by graduate as well as undergraduate students. The curriculum for said program is multi-disciplinary. It builds on faculty expertise in diverse disciplines such as safety, product development, Quality and Engineering Economy. Communication skills are enhanced in every course through writing a project report and presenting findings. Issues such as technology transfer are also woven into the fabric of this program. Program overview, effectiveness as well as salient features are presented.
{"title":"Imparting Business and Management Skills to Engineering Technologists through the Development of a Cross Disciplinary Program","authors":"A. Desai, Jean-Claude Thomassian","doi":"10.1109/TEE.2010.5508945","DOIUrl":"https://doi.org/10.1109/TEE.2010.5508945","url":null,"abstract":"This paper describes an effort that seeks to impart business as well as management skills to engineering technology students. Face-to face and online is the chosen method of instruction. It is well recognized that engineering technologists generally have a very strong background in technical skills at the time of graduation. However, they are imparted little education related to organizational management, entrepreneurship, finance, project management, product quality and development etc. These skills form the crux of entrepreneurship and are highly sought after in any workplace. Demonstrably, the absence of aforementioned skills in a technology curriculum is a great disservice to students. This paper describes how this crucial need was addressed through the development of a master's program in engineering management that includes several dual numbered courses that can be taken by graduate as well as undergraduate students. The curriculum for said program is multi-disciplinary. It builds on faculty expertise in diverse disciplines such as safety, product development, Quality and Engineering Economy. Communication skills are enhanced in every course through writing a project report and presenting findings. Issues such as technology transfer are also woven into the fabric of this program. Program overview, effectiveness as well as salient features are presented.","PeriodicalId":201873,"journal":{"name":"2010 IEEE Transforming Engineering Education: Creating Interdisciplinary Skills for Complex Global Environments","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129428746","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2010-04-06DOI: 10.1109/TEE.2010.5508827
S. Mil'shtein
One of the very dynamic and demanding industries is, with no question, the electronic industry. It is also one of industries strongly shaped by globalization and therefore requires that it's engineers to carry multi-faceted training. To be hired and capable to keep the job the today and future engineer must demonstrate innovative skills or, in more general terms, to be resourceful. This 10 years long study presents the results of training of two groups of electrical engineering students selected each academic year to develop design projects. The requirement of each two semester long project is to develop novel circuitry (amplifiers, switches, etc.) or novel component (transistor, photodetector, etc.). Both groups were provided with commercial design packages. The difference however is that students of one group were supported by internships and worked at the sites of electronic companies and the other group was supported by university research assistantships. Every year based on scholastic achievements 10-15 students were selected for the project oriented course. Students were given the freedom to select a project topic. In current presentation we discuss the development of specific skills which undergraduate and graduate students of UMass do acquire in development of RF technology working closely with engineering teams of companies such as MACOM Technology Solutions, RF Microdevices, Raytheon and others.
{"title":"Developing Student's Innovation Skills for Globalized Electronic Industry","authors":"S. Mil'shtein","doi":"10.1109/TEE.2010.5508827","DOIUrl":"https://doi.org/10.1109/TEE.2010.5508827","url":null,"abstract":"One of the very dynamic and demanding industries is, with no question, the electronic industry. It is also one of industries strongly shaped by globalization and therefore requires that it's engineers to carry multi-faceted training. To be hired and capable to keep the job the today and future engineer must demonstrate innovative skills or, in more general terms, to be resourceful. This 10 years long study presents the results of training of two groups of electrical engineering students selected each academic year to develop design projects. The requirement of each two semester long project is to develop novel circuitry (amplifiers, switches, etc.) or novel component (transistor, photodetector, etc.). Both groups were provided with commercial design packages. The difference however is that students of one group were supported by internships and worked at the sites of electronic companies and the other group was supported by university research assistantships. Every year based on scholastic achievements 10-15 students were selected for the project oriented course. Students were given the freedom to select a project topic. In current presentation we discuss the development of specific skills which undergraduate and graduate students of UMass do acquire in development of RF technology working closely with engineering teams of companies such as MACOM Technology Solutions, RF Microdevices, Raytheon and others.","PeriodicalId":201873,"journal":{"name":"2010 IEEE Transforming Engineering Education: Creating Interdisciplinary Skills for Complex Global Environments","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133351658","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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