Scaffold Sheet Design Strategy for Soft Tissue Engineering

Creating heterogeneous tissue constructs with an even cell distribution and robust mechanical strength remain important challenges to the success of in vivo tissue engineering. To address these issues, we are developing a scaffold sheet tissue engineering strategy consisting of thin (～200 μm), strong, elastic, and porous crosslinked urethane-doped polyester (CUPE) scaffold sheets that are bonded together chemically or through cell culture. Suture retention of the tissue constructs (four sheets) fabricated by the scaffold sheet tissue engineering strategy is close to the surgical requirement (1.8 N) rendering their potential for immediate implantation without a need for long cell culture times. Cell culture results using 3T3 fibroblasts show that the scaffold sheets are bonded into a tissue construct via the extracellular matrix produced by the cells after 2 weeks of in vitro cell culture.     

A Practitioner-Educator Partnership for Teaching Engineering Design

Recently, the School of Civil Engineering and Environmental Science (CEES) at the University of Oklahoma instituted a “Programs Outcomes Assessment Plan” as mandated by the state regents for higher education. The assessment plan is designed to determine whether the existing CEES curriculum, teaching methods, and resources are achieving prescribed departmental goals. Within the plan, the senior level design course or capstone experience is to be used as one tool for assessing students. Development of the assessment plan coincided with a departmental decision to revamp and update the existing senior design course to more effectively convey the concept of design and to expose the students to professional practice. The restructured capstone course is now co-taught by a local industrial entity (i.e., consulting firm) and the CEES faculty. This industry driven capstone course has provided invaluable feedback regarding curricular content and capabilities of departmental graduates. The capstone course serves as a microcosm of the four year curriculum. Experiences and outputs from the course can be used to provide immediate assessment information regarding outcomes of the curriculum and at the same time provide insights into curricular changes necessary to improve the educational experience of our students.     

Toward a Platinum Society:Challenges for Engineering Science

<正>The 21st century will be a turning point in the history of humankind.Accordingly,it is my strong belief that engineering science will also be compelled to undergo a major historical transformation.Today,humankind is at a pivotal period of historic importance,similar to the time of the Industrial Revolution.This is especially true for people living in developed countries who enjoy quantitative     

工业设计专业的工程制图教学模式探索

工程制图与艺术类基础课有相通的客观基础,建立在这个基础上的适合工业设计专业的工程制图教学模式,以艺术设计的科学表达为核心,立足工程制图学科的基本要求,结合工业设计专业特点,着重培养立体的构形能力以及用科学的方法表达形体的能力;鼓励学生构造既富有创意又有良好工程性的实体;加强读图能力和计算机三维构型能力的训练。     

A Center for Teaching Design in Electrical and Computer Engineering

We describe a new approach which is currently being used in the Department of Electrical and Computer Engineering at North Carolina State University to provide engineering design education for our undergraduate students. We have formed an Undergraduate Design Center which closely interacts with local industry to attract real-life design projects. Students work on these projects with faculty and industry mentors to fulfill the requirements of a one-semester design course. The center makes use of a networked computer environment which facilitates preliminary design.     

Selecting a Model for Freshman Engineering Design

This paper describes a process undertaken at the University of Alaska Fairbanks to select a model for teaching freshman engineering design. The project identified and characterized methods in use for teaching freshman design, and selected method(s) appropriate for UAF with general recommendations for implementation. Background research included a needs and information survey of freshmen and senior engineers, and research on methods currently used to teach design at ABET accredited colleges and universities. Eight methods for teaching design to freshman engineering students were identified. A Weighted Factor Scoring Model was used to determine which methods of teaching design were most applicable to UAF. A reverse engineering model was selected and proposed for the new freshman engineering design course. The methodology, results, and other considerations are discussed.     

Engineering Design in Industry: Teaching Students and Faculty to Apply Engineering Science in Design

In a typical engineering curriculum students and faculty rarely have the opportunity to take a real problem, extract its essence, apply an analysis, and then make design decisions based on this analysis. This extractive link between fundamentals and design is particularly critical to a smooth transition from engineering study at the university to engineering practice in industry. Historically, universities have taken the responsibility for rigorous theoretical and technical training in subjects that include the basic sciences and fundamentals of engineering, while industry has been responsible for making engineering graduates contributors to specific tasks important to the company and its core competency. In this division of training, however, no one teaches students how to apply fundamental engineering principles to practical problems. To make matters worse, faculty often ignore engineering relevance of basic theory and the students then reject these fundamentals; in both cases engineering performance suffers. One solution to this missing bridge is being developed in the Mechanical and Aerospace Engineering Department at the University of California, Irvine (UCI) in the form of the “Engineering Design in Industry” program.     

Engineering Design Thinking,Teaching, and Learning

This paper is based on the premises that the purpose of engineering education is to graduate engineers who can design, and that design thinking is complex. The paper begins by briefly reviewing the history and role of design in the engineering curriculum. Several dimensions of design thinking are then detailed, explaining why design is hard to learn and harder still to teach, and outlining the research available on how well design thinking skills are learned. The currently most‐favored pedagogical model for teaching design, project‐based learning (PBL), is explored next, along with available assessment data on its success. Two contexts for PBL are emphasized: first‐year cornerstone courses and globally dispersed PBL courses. Finally, the paper lists some of the open research questions that must be answered to identify the best pedagogical practices of improving design learning, after which it closes by making recommendations for research aimed at enhancing design learning.     

《工程制图》电子教案的设计与开发

提出了以AutoCAD为平台开发电子教案的方法，利用AutoCAD绘图软件强大的绘图和编辑功能以及AutoLSP语言，通过界面设计，各种自定义函数的定义及大量绘图程序的编写和素材库的建立，使所开发的电子教案图文并茂，操作简单，交互功能强，是一个完全开放的授课平台。该电子教案在教学中得到广泛的运用，并收到了良好的教学效果。     

包装设计智慧课堂分层教学设计策略浅析

包装设计具有很强的实践性与应用性,在智慧课堂教学中,可针对学生的个性差异,借助数字化的教学手段,满足学生个性化发展的需求。文中从主体性、渗透性、引导性等方面,阐述了包装设计智慧课堂分层教学的三个原则;而且以包装设计课程为例,提出了教学主体、教学内容、教学手段、教学评价等四种分层策略。     

面向现代工程中两种设计方法的工程制图教学改革

阐述了现代工程中并存的两种设计方法,即以二维为主、三维为辅的设计方法和数字化的三维设计方法。结合目前人才市场的需求,提出了面向两种设计方法的工程制图教学改革的思路,叙述了具体的改革方案。在二维教学的基础上,突出三维设计思想,形成了画法几何、计算机绘图、几何造型和机械制图有机结合的现代工程制图教学体系,进行了初步的教学实践,取得了良好的教学效果。     

包装工程专业《机械设计基础》课程的教学改革

《机械设计基础》是包装工程专业的一门主干技术基础课、具有较强的理论性、实践性和综合性。文中从课程内容、教学方法、实践性教学环节、学生能力培养等方面,进行了初步的教学改革探索。     

The Advance Toward Distinction in Engineering Technology

This paper traces the development of engineering technology from bifurcation to the present time. They assert that ET desires to be distinguished more than it seeks to be distinct. This analysis of the successes and failures of bifurcation lead to a differentiation between engineering technology's being distinct as a discipline and becoming distinguished in its own right. They offer some conjecture about the bright future of ET as a partner with science and engineering in an atmosphere of increased technological development but intense international competition.     

Faculty Reactions to Teaching Engineering Design to First Year Students

In 1993, as part of a major revision of our first year curriculum, the School of Engineering and Applied Science at the University of Virginia introduced a new course on Engineering Design. In this paper, we will briefly describe this course, its purpose, goals, content, and methods. However, our primary purpose is to describe the reactions to this course among the faculty who have been called upon to teach it. We observed a high turnover rate among the faculty for this course and wanted to determine the reasons for it. A survey was distributed to all current and past instructors. The attitudes and backgrounds of these faculty influence their evaluations of this course and their willingness to teach it again.     

基于构型设计的工程图学教学体系的探讨

工程图学思维方式的培养是学生工程图学素质教育的核心,形体的构型设计是工程图学思维方式培养的重要方法。基于构型设计的工程图学课程教学体系是不同于目前国内一般工程图学课程的一个教学体系。针对这一教学体系,提出了基于构型设计的工程图学课程教学体系的教学目标、教学理念,同时就教学体系的构成进行了研讨,指出了这一教学体系在培养学生创新素质上是有效的。     

A Teaching Workshop for Engineering Faculty

A quality engineering education is of utmost importance to undergraduate students seeking an engineering degree. Providing a quality education to these students is the responsibility of engineering faculty. The Department of Civil and Environmental Engineering at Utah State University (USU), in cooperation with the officers of the student chapter of the American Society of Civil Engineers (ASCE), has developed a series of six lessons focusing on teaching skills and faculty performance in the classroom. This series of lessons, known as the “Undergraduate Teaching Workshop”, is an effort to improve the teaching of the department faculty, and thereby the undergraduate education of its students. The lessons that make up this workshop range from student concerns to the use of learning resources and equipment. This paper discusses the workshop format and the experience we had with the workshop as it was conducted within our department.     

Becoming an Engineer: Toward a Three Dimensional View of Engineering Learning

In this paper we develop an analytical framework we refer to as “Becoming an Engineer” that focuses upon changes occurring over time as students traverse their undergraduate educations in engineering. This analytical framework involves three related dimensions that we track over time: disciplinary knowledge, identification, and navigation. Our analysis illustrates how these three dimensions enable us to understand how students become, or do not become, engineers by examining how these three interrelated dimensions unfold over time. This study is based on longitudinal ethnographic data from which we have developed “person‐centered ethnographies” focused on individual students' pathways through engineering. We present comparative analysis, spanning four schools and four years. We also present person‐centered ethnographic case studies that illustrate how our conceptual dimensions interrelate. Our discussion draws some educational implications from our analysis and proposes further lines of research.     

Applying James Stice's Strategy to Teach Design to Sophomore Mechanical Engineering Undergraduates

The James Stice strategies for teaching problem‐solving and improving student learning have been adopted in the development of a sophomore‐level “Materials, Manufacturing & Design” course. The curriculum, the assessment method, and the results of student evaluation over a three‐year period are described. Correlation between assessments by two faculty members (in the form of design project written‐report and oral‐presentation grades) and students self‐assessment (in the form of a retrospective survey employing a Likert‐type scale and student written comments) show that the Stice strategies are successful in teaching engineering design to sophomores.     

Toward Design of Novel Materials for Organic Electronics

Materials for organic electronics are presently used in prominent applications, such as displays in mobile devices, while being intensely researched for other purposes, such as organic photovoltaics, large‐area devices, and thin‐film transistors. Many of the challenges to improve and optimize these applications are material related and there is a nearly infinite chemical space that needs to be explored to identify the most suitable material candidates. Established experimental approaches struggle with the size and complexity of this chemical space. Herein, the development of simulation methods is addressed, with a particular emphasis on predictive multiscale protocols, to complement experimental research in the identification of novel materials and illustrate the potential of these methods with a few prominent recent applications. Finally, the potential of machine learning and methods based on artificial intelligence is discussed to further accelerate the search for new materials.