Linda Vanasupa

Integrating project-based learning throughout the undergraduate engineering curriculum

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Teaching design of experiments and statistical analysis of data through laboratory experiments

A new laboratory course at San Jose State University, Advanced Thin Film Processes, integrates fabrication of thin films with design of experiment and statistical analysis of data. In the laboratory section of this course, students work through six multi-week modules that increase in the complexity of design of experiment and statistical analysis of data. The six modules have been developed with a standard format that includes learning objectives, background on the specific thin film process, theory of design of experiment principles, instructor notes, dry lab exercises, experimental plan worksheets, and assessment tools. While the modules were developed for a semiconductor processing class, they can easily be implemented in other engineering classes. The modules have been developed with a robust framework that allows the instructor to teach design of experiments and statistical analysis of data along with the specific engineering principles related to their class.

Microelectronics Process Engineering: A Non-Traditional Approach to MS&E

Materials Science and Engineering straddles the fence between engineering and science. In order to produce more work-ready undergraduates, we offer a new interdisciplinary program to educate materials engineers with a particular emphasis on microelectronics-related manufacturing. The bachelors level curriculum in Microelectronics Process Engineering (μProE) is interdisciplinary, drawing from materials, chemical, electrical and industrial engineering programs and tied together with courses, internships and projects which integrate thin film processing with manufacturing control methods. Our graduates are prepared for entry level engineering jobs that require knowledge and experience in microelectronics-type fabrication and statistics applications in manufacturing engineering. They also go on to graduate programs in materials science and engineering. The program objectives were defined using extensive input from industry and alumni. We market our program as part of workforce development for Silicon Valley and have won significant support from local industry as well as federal sources. We plan to offer a vertical slice of workforce development, from lower division engineering and community college activities to industry short courses. We also encourage all engineering majors to take electives in our program. All our course and program development efforts rely on clearly defined learning objectives.

Nanotechnology, Biology, Ethics and Society: Overcoming the Multidisciplinary Teaching Challenges

One of the inherent challenges of teaching any emerging technology like nanotechnology, is the fact that its core competencies flux in the new disciplines’ early stages. Nanotechnology presents an additional challenge in that its underpinnings cross multiple traditional disciplinary boundaries. We have designed a course that aims to address some of these challenges through a handful of structural features: team-based learning; a “reverse of the learning pyramid” approach; team-teaching; embedded information literacy techniques; and application-centered content. Our course is organized around four applications that are in their developmental stages: gold nanoshells for cancer treatment; molecular manufacturing; tissue engineering of a vital organ; and a microfluidic glucose sensor. These applications provide natural contexts for learning biology at the cellular level, the molecular level, the organ level and the biological systems level, respectively. They also provide natural contexts to introduce ideas of scientific uncertainty in emerging fields. In this paper, we will present the design features of our sophomore-level course Nanotechnology, biology, ethics and society and some preliminary

Curricula For A Sustainable Future: A proposal for integrating environmental concepts into our curricula

The global scientific community recognizes the critical need for industries to develop and practice manufacturing techniques that minimize harm to our environment. In the National Science Board’s report Environmental Science and Engineering for the 21 Century, the National Science Foundation was urged to promote “Environmental research, education, and scientific assessment [as] one of NSF’s higher priorities.” Although there are a number of independent efforts to fold environmental issues in existing undergraduate curricula, no dominant method has emerged as a means of including these concepts. One of the difficulties in adjusting our materials science and engineering (MSE) curricula is the problem of how and what to include in an already full curriculum. In this paper, we propose a path for integrating environmental and sustainability concepts within the framework of existing curricula. We will suggest learning outcomes for each year of the MSE curriculum and offer examples.

Work in progress: In their own words — How “changemakers” talk about change

We present preliminary work on “change knowledge” through a study investigating what exemplar “changemakers” understand about the process of undergraduate STEM education transformation.

Cultivating Graduate Students: Techniques to Inspire Effective Research

Each year, U.S. institutions grant well over 10,000 bachelors degrees in science and engineering. However, only a small fraction of those students pursue graduate study. Many who do often experience great difficulty partly due to a lack of preparation for research: the nature of research is inherently foreign to those who are accustomed to studying course material and demonstrating their mastery of it by passing an exam. Carefully involving undergraduates in research can be an effective means for inspiring students to pursue graduate study. We have found that one can create a positive research experience for the student by implementing simple techniques. In this presentation, we present these practical techniques which include: Defining a manageable undergraduate research project; marketing the project to undergraduates; enabling effective record keeping in laboratory notebooks; focussing and directing research through efficient experimental designs. Along with these techniques, we will present examples—taken mainly from our Polymer Electronics Laboratory. We will also present the inherent pitfalls associated with these techniques.

Work in progress - a design guide to retain female (and male) students in engineering

Despite a rich body of research on factors contributing to attrition of women during the college, women continue to be underrepresented in the graduating classes of most traditional engineering disciplines. We present our Four-Domain Development Diagram (4DDD) in an attempt to enable a systems approach to managing all the factors that contribute to retention. This diagram makes explicit the connections between the learnerspsila response factors in the learning environment, including motivation, interest, and ultimately retention. Although we are only three years into our use of the diagramspsila relationships, we have seen a lower overall net attrition rate (male and female) from freshman year from ~50% to ~20%, seeing a net influx of female students, from numbers as low as 2 of 44 in the entering freshmen cohort to 6 out of 40 (now sophomores) in that same cohort. In this paper, we present the diagram, briefly introduce the theoretical underpinnings with preliminary quantitative and qualitative data.

The Future of Materials Undergraduate Programs: Can we Avoid Extinction?

In materials research, the current funding focus has shifted from largely mechanical-properties based aspects of materials to their molecular-level chemical nature, such as biomaterials or nanoscale phenomenon. Along with this shift in emphasis, we have seen many undergraduate materials programs become absorbed by other programs as a concentration in other engineering majors. Many programs have absolved departments in favor of a model where faculty from a variety of departments have adjunct appointments in, say, an interdisciplinary materials science and engineering program. What exactly is the fate of undergraduate materials programs? Is it time for materials science and engineering undergraduate programs to be absorbed into the sea of interdisciplinarity? In this talk, I will present data on the landscape of trends within the undergraduate materials community against the changes in the global arena. What is our role as materials science and engineering educators in the societal state of flux that we face? What are the opportunities? In an attempt to see into the future, we will consider all these questions.

The role of collaborative inquiry in transforming faculty perspectives on use of reflection in engineering education

During the 2014-2015 academic year, engineering faculty members and students at California Polytechnic State University (Cal Poly) met monthly in a collaborative inquiry dialogue group to discuss the role of reflection in transforming engineering education. This project is part of the larger Consortium to Promote Reflection in Engineering Education (CPREE) headed by the University of Washington. In this paper we describe the activities of the Cal Poly group involved with CPREE and how these activities have transformed the thinking and actions of participants. Collaborative inquiry dialogue involves self-organizing individuals into a small group to address a compelling question through repeated cycles of experimentation and reflection on the results of that experimentation. In this context, the faculty members involved (including the authors of this paper) have been meeting to discuss how use of reflection in the classroom and/or in a collaborative inquiry dialogue amongst colleagues might lead to transformation in engineering education practice and outcomes. The dialogue group serves as a safe container that allows for the possibility of transformational insights by participants - insights that change their view of themselves, the world, and their relationship to it. Using a qualitative self-report methodology in the tradition of an action research paradigm, we (the authors) reflected on what we believed we had gained from the collaborative inquiry dialogues. Broadly we have noticed that participation in the collaborative inquiry dialogue has led us to reconsider what reflection is and what it could be, to develop a greater appreciation for the role of reflective practices in engineering education, and to better recognize when reflection is occurring (and when it might not be) such that reflective behaviors can be encouraged and practiced. We also began to challenge assumptions we had made about our teaching practices and have noted that the collaborative inquiry provides an environment in which development of new thinking is possible.