The authors are in the process of developing a multi-disciplinary, team-oriented, participatory sequence of courses in electronic materials and devices. The courses cover basic physics of electronic materials, followed by integrated circuit fabrication. Laboratory emphasis is on critical thinking skills within the context of electronic materials.
{"title":"Development of a multidisciplinary, laboratory-based curriculum on the properties and processing of electronic materials and devices","authors":"E. Allen, Evan D. Green","doi":"10.1109/FIE.1994.580496","DOIUrl":"https://doi.org/10.1109/FIE.1994.580496","url":null,"abstract":"The authors are in the process of developing a multi-disciplinary, team-oriented, participatory sequence of courses in electronic materials and devices. The courses cover basic physics of electronic materials, followed by integrated circuit fabrication. Laboratory emphasis is on critical thinking skills within the context of electronic materials.","PeriodicalId":288591,"journal":{"name":"Proceedings of 1994 IEEE Frontiers in Education Conference - FIE '94","volume":"98 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1994-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127159613","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}
The future of any country lies in its ability to use its resources to build a technological resource base. One of these critical resources are the youth still in secondary schools who need encouragement and practical examples to help them learn about and want to choose careers in engineering and technology. Hence, the objective is to introduce engineering and technology to Arkansas middle, junior high, and high school students with the assistance of school teachers. A pilot teacher training workshop will take place during July of 1995. One teacher from fifteen middle, junior high, and high schools will attend the three week workshop at the University of Arkansas, Fayetteville. During the workshop the teachers will learn about engineering concepts and the role of engineers in society. Teachers will also be exposed to technology used in engineering companies which they may not see otherwise. A workbook of suggested engineering discussions and activities will be provided to the teachers who will work on several of these activities during the workshop. This paper describes the organization of the workshop activities and the process of how workshop materials will be developed. Instructions to access workshop activities and lab exercises is also included.
{"title":"Introduction to engineering concepts for middle, junior high, and high school teachers","authors":"J. Conrad","doi":"10.1109/FIE.1994.580526","DOIUrl":"https://doi.org/10.1109/FIE.1994.580526","url":null,"abstract":"The future of any country lies in its ability to use its resources to build a technological resource base. One of these critical resources are the youth still in secondary schools who need encouragement and practical examples to help them learn about and want to choose careers in engineering and technology. Hence, the objective is to introduce engineering and technology to Arkansas middle, junior high, and high school students with the assistance of school teachers. A pilot teacher training workshop will take place during July of 1995. One teacher from fifteen middle, junior high, and high schools will attend the three week workshop at the University of Arkansas, Fayetteville. During the workshop the teachers will learn about engineering concepts and the role of engineers in society. Teachers will also be exposed to technology used in engineering companies which they may not see otherwise. A workbook of suggested engineering discussions and activities will be provided to the teachers who will work on several of these activities during the workshop. This paper describes the organization of the workshop activities and the process of how workshop materials will be developed. Instructions to access workshop activities and lab exercises is also included.","PeriodicalId":288591,"journal":{"name":"Proceedings of 1994 IEEE Frontiers in Education Conference - FIE '94","volume":"104 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1994-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122366090","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}
The objective of this paper is to advance faculty development for engineering eduction by training and infusing into established faculty bodies a new category of faculty. To achieve this objective, a sample of senior industrially-experienced engineers and scientists would be recruited, reoriented, retrained, and placed in supervised interactive teaching internships in preparation for services on engineering faculties to fulfil special needs.
{"title":"Developing faculty bodies through training and infusing industrially experienced engineers and scientists","authors":"M. Baker","doi":"10.1109/FIE.1994.580619","DOIUrl":"https://doi.org/10.1109/FIE.1994.580619","url":null,"abstract":"The objective of this paper is to advance faculty development for engineering eduction by training and infusing into established faculty bodies a new category of faculty. To achieve this objective, a sample of senior industrially-experienced engineers and scientists would be recruited, reoriented, retrained, and placed in supervised interactive teaching internships in preparation for services on engineering faculties to fulfil special needs.","PeriodicalId":288591,"journal":{"name":"Proceedings of 1994 IEEE Frontiers in Education Conference - FIE '94","volume":"42 23","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1994-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131608281","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}
This paper describes a nontraditional approach to evaluating student writing: holistic grading. It involves much less time on the instructor's part and still yields a fair assessment of student writing. The rationale behind holistic assessment is to read a paper as an entire entity and to avoid dissecting it for details like spelling, punctuation, organization, etc. The paper is read and evaluated as a whole. Holistic assessment is used by many colleges and universities to evaluate final exams in lower-division writing classes.
{"title":"Holistic grading: an alternative approach","authors":"M. Dyrud","doi":"10.1109/FIE.1994.580649","DOIUrl":"https://doi.org/10.1109/FIE.1994.580649","url":null,"abstract":"This paper describes a nontraditional approach to evaluating student writing: holistic grading. It involves much less time on the instructor's part and still yields a fair assessment of student writing. The rationale behind holistic assessment is to read a paper as an entire entity and to avoid dissecting it for details like spelling, punctuation, organization, etc. The paper is read and evaluated as a whole. Holistic assessment is used by many colleges and universities to evaluate final exams in lower-division writing classes.","PeriodicalId":288591,"journal":{"name":"Proceedings of 1994 IEEE Frontiers in Education Conference - FIE '94","volume":"89 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1994-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125453052","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}
Although faculty-student conferencing on papers and reports is common practice in composition classes, many engineering faculty are reluctant to try it. This paper describes the draft review conferencing process developed in the chemical engineering unit operations field session at the Colorado School of Mines. Since draft reviews were introduced, engineering faculty report improvement in students' writing skills, a dramatic decrease in the amount of time required to grade final reports, and far less frustration with the organisation and technical content of student reports. Students are very satisfied with the draft reviews as well, many of them describing the process as the 'best' aspect of their field session. In this paper the author describes the genesis and implementation of their draft review process, provides an example of such a review, and discusses the advantages and disadvantages of using draft reviews in engineering classes.
{"title":"Using draft reviews to improve writing and thinking in engineering classes","authors":"B. Olds","doi":"10.1109/FIE.1994.580648","DOIUrl":"https://doi.org/10.1109/FIE.1994.580648","url":null,"abstract":"Although faculty-student conferencing on papers and reports is common practice in composition classes, many engineering faculty are reluctant to try it. This paper describes the draft review conferencing process developed in the chemical engineering unit operations field session at the Colorado School of Mines. Since draft reviews were introduced, engineering faculty report improvement in students' writing skills, a dramatic decrease in the amount of time required to grade final reports, and far less frustration with the organisation and technical content of student reports. Students are very satisfied with the draft reviews as well, many of them describing the process as the 'best' aspect of their field session. In this paper the author describes the genesis and implementation of their draft review process, provides an example of such a review, and discusses the advantages and disadvantages of using draft reviews in engineering classes.","PeriodicalId":288591,"journal":{"name":"Proceedings of 1994 IEEE Frontiers in Education Conference - FIE '94","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1994-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126693713","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}
Course management based on feedback system design principles to enhance student learning experiences is described in this paper. Structure, emphasis, projection, and review are interrelated in feedforward parallel, and feedback exercises. This management strategy for the design of courses has been tested and fine-tuned during several terms in undergraduate courses on circuits, control systems, and random signals. Materials and experiences from these three courses are presented to demonstrate key components.
{"title":"Engineering course management from a feedback perspective","authors":"J. Rowland","doi":"10.1109/FIE.1994.580516","DOIUrl":"https://doi.org/10.1109/FIE.1994.580516","url":null,"abstract":"Course management based on feedback system design principles to enhance student learning experiences is described in this paper. Structure, emphasis, projection, and review are interrelated in feedforward parallel, and feedback exercises. This management strategy for the design of courses has been tested and fine-tuned during several terms in undergraduate courses on circuits, control systems, and random signals. Materials and experiences from these three courses are presented to demonstrate key components.","PeriodicalId":288591,"journal":{"name":"Proceedings of 1994 IEEE Frontiers in Education Conference - FIE '94","volume":"51 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1994-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126622131","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}
Seattle Pacific University (SPU) in partnership with the Boeing Company began a pilot program to offer a BS degree in electrical engineering by presenting tutored video instruction (TVI) courses at company sites. SPU presented three lower division undergraduate electrical engineering courses via TVI during the academic year, 1993-94. The University motivation was to provide full time Boeing workers with a program that would minimize their commute time to the educational site and thus attract more students. Boeing's motivation was to provide quality and convenient off-hours engineering education for their employees, thus upgrading their technical work force. The authors discuss TVI with respect to whether students learn as well with TVI compared with classroom techniques, and its cost effectiveness.
{"title":"Undergraduate electrical engineering via tutored video instruction","authors":"E. Bauman, D.E. Jurgens","doi":"10.1109/FIE.1994.580580","DOIUrl":"https://doi.org/10.1109/FIE.1994.580580","url":null,"abstract":"Seattle Pacific University (SPU) in partnership with the Boeing Company began a pilot program to offer a BS degree in electrical engineering by presenting tutored video instruction (TVI) courses at company sites. SPU presented three lower division undergraduate electrical engineering courses via TVI during the academic year, 1993-94. The University motivation was to provide full time Boeing workers with a program that would minimize their commute time to the educational site and thus attract more students. Boeing's motivation was to provide quality and convenient off-hours engineering education for their employees, thus upgrading their technical work force. The authors discuss TVI with respect to whether students learn as well with TVI compared with classroom techniques, and its cost effectiveness.","PeriodicalId":288591,"journal":{"name":"Proceedings of 1994 IEEE Frontiers in Education Conference - FIE '94","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1994-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126879286","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}
The authors describe Greenfield, a new model for manufacturing education that is based on the combination of skill and deep engineering knowledge that results from a combination of engineering practice and innovative pedagogy. It may well serve as model for education in all branches of engineering. It also provides new sources of engineering/technology graduates. The authors describe how this new approach is being demonstrated at Focus:HOPE's Center for Advanced Technologies (CAT) in Detroit, Michigan, USA. The students or candidates in the CAT will be employed full-time while they are pursuing their degrees.
{"title":"Greenfield: a new paradigm of engineering education, and a strategy for its rapid development, implementation, and dissemination","authors":"L. Hanifin, P. Eagle, M.R. Ramirez","doi":"10.1109/FIE.1994.580639","DOIUrl":"https://doi.org/10.1109/FIE.1994.580639","url":null,"abstract":"The authors describe Greenfield, a new model for manufacturing education that is based on the combination of skill and deep engineering knowledge that results from a combination of engineering practice and innovative pedagogy. It may well serve as model for education in all branches of engineering. It also provides new sources of engineering/technology graduates. The authors describe how this new approach is being demonstrated at Focus:HOPE's Center for Advanced Technologies (CAT) in Detroit, Michigan, USA. The students or candidates in the CAT will be employed full-time while they are pursuing their degrees.","PeriodicalId":288591,"journal":{"name":"Proceedings of 1994 IEEE Frontiers in Education Conference - FIE '94","volume":"79 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1994-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127643636","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}
Adjunct faculty can offer enrichment to the engineering program by bringing practical experience and by introducing relevant industrial applications and problems to the classroom. The industrial perspective of adjunct faculty often manifests itself through an emphasis on communication and presentation skills, and concern for customer needs. Students observing these attributes come away with a better appreciation for the demands of the engineering workplace. Frequently the adjunct faculty member can also provide important linkages for developing industrial affiliate programs, co-op activities and employment opportunities for graduates. This paper offers suggestions relating to the recruitment, support, and evaluation of adjunct faculty, and explores options for forging closer links between industry and academe, via adjunct appointments.
{"title":"Optimizing the effectiveness of adjunct faculty","authors":"J. Gosink","doi":"10.1109/FIE.1994.580618","DOIUrl":"https://doi.org/10.1109/FIE.1994.580618","url":null,"abstract":"Adjunct faculty can offer enrichment to the engineering program by bringing practical experience and by introducing relevant industrial applications and problems to the classroom. The industrial perspective of adjunct faculty often manifests itself through an emphasis on communication and presentation skills, and concern for customer needs. Students observing these attributes come away with a better appreciation for the demands of the engineering workplace. Frequently the adjunct faculty member can also provide important linkages for developing industrial affiliate programs, co-op activities and employment opportunities for graduates. This paper offers suggestions relating to the recruitment, support, and evaluation of adjunct faculty, and explores options for forging closer links between industry and academe, via adjunct appointments.","PeriodicalId":288591,"journal":{"name":"Proceedings of 1994 IEEE Frontiers in Education Conference - FIE '94","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1994-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134246505","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}
A major portion of the curriculum at the Colorado School of Mines (CSM) is devoted to engineering practices and design. Sophomore level students currently enter the Engineering Division as they are completing a four course design sequence entered Engineering Practices Introductory Course Sequence (EPICS). In the past, the next sequential open-ended design course provided within our curriculum occurred in the senior year during the normal two semester capstone design class. Following a curriculum review CSM postulated the need for a specialized course connecting EPICS to the capstone design sequence. For this reason, CSM have undertaken a pilot course development intended to fill the design gap occurring in the junior year. The authors describe that course, entitled Thermal Systems Design, which is taught to the Mechanical specialty students. It is envisioned that some form of this course could be adapted to the entire Engineering Division in the new curriculum.
{"title":"Thermal Systems Design at the junior level","authors":"M. Linne, D. R. Muñoz","doi":"10.1109/FIE.1994.580616","DOIUrl":"https://doi.org/10.1109/FIE.1994.580616","url":null,"abstract":"A major portion of the curriculum at the Colorado School of Mines (CSM) is devoted to engineering practices and design. Sophomore level students currently enter the Engineering Division as they are completing a four course design sequence entered Engineering Practices Introductory Course Sequence (EPICS). In the past, the next sequential open-ended design course provided within our curriculum occurred in the senior year during the normal two semester capstone design class. Following a curriculum review CSM postulated the need for a specialized course connecting EPICS to the capstone design sequence. For this reason, CSM have undertaken a pilot course development intended to fill the design gap occurring in the junior year. The authors describe that course, entitled Thermal Systems Design, which is taught to the Mechanical specialty students. It is envisioned that some form of this course could be adapted to the entire Engineering Division in the new curriculum.","PeriodicalId":288591,"journal":{"name":"Proceedings of 1994 IEEE Frontiers in Education Conference - FIE '94","volume":"239 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1994-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133016151","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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