论技术本科教育课程体系的创建

技术本科教育在类型上是有别于学术教育本科和工程教育本科的高等技术教育本科,在层次上又比高等技术专科教育高一层次。因此,技术本科应有其独特的课程体系,如此才能办出特色、确保质量。坚持以“技术活动项目”为主线,努力构筑由技术学科课程和技术活动实践项目课程两个并列和逐步融合的子系统所组成的高等技术教育课程体系,是技术教育本科课程建设的重要创新任务。     

Computer-aided learning in artificial neural networks

This paper describes the development and evaluation of a computer-aided learning (CAL) package for a graduate course in artificial neural networks (ANNs). The package has been evaluated over a period of two academic years, both as an educational supplement to a conventional lecture course and as a completely self-sufficient, remotely taught course. The course is accessed via the World Wide Web (WWW). The course features Java applets for animation/demonstration purposes, employing the MATLAB computational engine for interactive examples and assignments. In an effort to provide a classroom-like environment, an interactive discussion forum is provided, along with weekly lecture summaries from the conventional lecture course. Automatically marked question pools are available for self-assessment.     

Students as Teachers of Laboratory Exercises

An experiment has been performed in which some of the students in a laboratory course were used as teachers of the course for their fellow students. The results have been evaluated in terms of student response and results of course examinations and special tests. The results show a positive influence on the understanding of the laboratory course material. A positive influence on the engagement in the general theoretical course study was postulated by the participants, but did not show in the analysis of the examination results.     

An undergraduate microcontroller systems laboratory

This paper discusses a course in microcontroller system design which was revised to facilitate improved student learning outcomes. The course aimed to develop design and technical skills, as well as communication and team management skills. A problem based learning (PBL) approach was taken, and the focus of the course was on the laboratory where the students worked on a major design project. Hardware was developed for the laboratory using the Motorola 68HC11 microcontroller which enabled the students to undertake a range of design activities. The students formed groups and were assigned a realistic design project to undertake over a semester. Evaluation of this course was obtained from students, staff and an external reviewer, and the results show that the revised course achieved its educational objectives     

Integrating the classroom and laboratory: an approach to capstonedesign

A two-quarter senior-level sequence in control systems is described. The first course covers classical control and is accompanied by a laboratory. A parallel activity is the planning of a capstone design project which students execute as part of the second course. The second course offers students new material on modern control theory plus a capstone design experience that includes implementation and testing of the design project in the laboratory. These capstone design projects provide the basis for new experiments for the laboratory that accompanies the first course     

Experiences with a software maintenance project course

A report is made on an experience of teaching a senior-year course on software maintenance, centered around a maintenance project. For the course, students organized themselves into groups and worked on adaptive and perfective maintenance of selected real-world software products. The projects involved such issues as code understanding, requirements engineering and maintenance design, and dealt with both open-source and proprietary software. The main triumphs and pitfalls of the course are recounted, and recommendations are made on project selection and general course conduct.     

A Senior-Level Course in Hardware–Software Codesign

Modern electronic system design makes extensive use of programmable architectures, and requires designers to consider hardware and software jointly in their design. A senior-level course named Hardware/Software Codesign provides a practical introduction to these complex system design issues. The challenge is to bring a subject, which is traditionally covered as a graduate-level course, to senior undergraduate students without overly narrowing down the scope, and without turning the course into an ad-hoc design project. The course combines an incremental, structured overview of hardware/software codesign with practical assignments that emphasize key concepts. This paper reviews the motivations for this course, the curriculum, the lab materials and tools used, and the results of the first offering of the course in fall 2006.      

Helping computing students develop a personal ethical framework

The teaching of computer ethics has taken on a new focus and importance in Australia since the publication in 1997 of the Australian Computer Society's (ACS) body of knowledge for computing professionals. This includes the teaching of ethics in computing courses as mandatory for professional level accreditation of a tertiary degree. The ACS core body of knowledge states that computing students should be "encouraged to develop a personal ethical framework." In order to achieve this I believe it is essential to include the teaching of ethical theory in computer ethics courses as this knowledge gives students the means to analyze and resolve any ethical dilemma be it professional or personal. There are a number of different ways that computer ethics can be presented to students during a computing degree. Some of these are as a junior or senior stand alone course, as modules in other courses or integrated into the technical course. The course described is a senior stand-alone course     

Overview of a course on electronic instrumentation design for senior undergraduate and graduate students

A course on Electronic Instrumentation has recently been developed at the University of Nebraska, which specifically emphasizes design aspects. The objective of the course is to expose senior undergraduate and graduate students to electronic as well as nonelectronic concepts concerned with instrumentation design and development. Topics covered include basic analog and digital circuits, filters and oscillators, linear and switching power supplies, low-noise techniques, signal processing, phase-locked loops (PLLs), transducers, grounding and shielding, thermal analysis, vibration analysis, electronic packaging, wiring and cabling, and engineering ergonomics. The course is intended to enable students to succeed as entry-level engineers in industry.     

A senior design course bridging power systems and powerelectronics: power quality impacts of electric vehicle charging

A new capstone design course, which combines elements of power electronics and power systems analysis, has been introduced at Georgia Tech as part of the newly revised curriculum. The paper explains the relationship of the new course with respect to the rest of the power curriculum, and how the course material and teaching style respond to various ABET requirements for an integrated design experience     

Computer Methods Course for Engineers

With the advent of the computer, engineering education had to be altered to accommodate the use of the computer as an engineering tool. Being aware of this need, the Electronic Engineering Department at Monmouth College, West Long Branch, N. J., has developed and is experimenting with a course which prepares students to use both the analog and the digital computer in engineering analysis. The content, purpose, development and laboratory facilities utilized in this course are described. The principal emphasis in the course is on the use of the computer as a tool in analysis and design.     

A new graduate course on optical computing

A new optical computing course offered at the graduate level is described. The term “optical computing” used here refers to the design of digital computer system modules and interconnections using optical/optoelectronic technologies. The course has been offered in the College of Computer Science and Engineering (CCSE), by both the computer engineering (COE) and the information and computer science (ICS) departments while the author was at King Fahd University of Petroleum and Minerals (KFUPM). In essence, the course was intended for a wide audience. Students from other disciplines, such as electrical engineering (EE) and systems engineering (SE), can register for the course as an elective. The course main topics are: motivation and background for optical computing; subsystems for optical computing that discusses the different types of optical interconnection networks, optical memory, optical arithmetic/matrix computations and related algorithms; and architectural models of computations where optical LANs/MANs, optical dataflow computers, optical cellular automata, and optical neural networks are discussed     

A Short Electrical Engineering Course for Freshmen

A twelve-hour, four-week course in electrical engineering for freshman students is described. The goals of the course are chosen so as to best help freshman engineering students to decide whether or not they should elect to enter the electrical engineering department in their sophomore year. In view of the shortness of time available in which to get this message across, a great deal of thought was put into the design of the course including the use of a live TV system that displays experimental observations, as they happen, to a large class.     

室内照明设计教学探讨

室内照明设计课程是室内设计或室内装饰设计专业的专业基础课,也是一门理论与实践性很强的课程。该文在剖析该课程的重要性和教学现状基础上,提出了一些室内照明设计教学模式的改革措施。通过教学内容的适当调整,循循善诱的教学手段和生动形象的教学演示,借助＂实验＂将数据与照明实景相结合,增强实践环节,让陌生的数据变成鲜活的模型,以提高教学质量。     

An Undergraduate Optical Engineering Course

An upper level undergraduate survey course in optical engineering is described. The goal of this course is to provide students with a working knowledge of optics and optical systems as applied to modern engineering problems.     

Applications of dynamic data analysis: a multidisciplinarylaboratory course

This paper describes a junior-level multidisciplinary laboratory course centered around industrial applications of dynamic data acquisition and analysis. The course was developed with funding from an NSF Instrumentation and Laboratory Improvement (ILI) grant and is offered as a NSF Foundation Coalition (FC) course. It is also open to traditional aerospace, electrical, industrial, and mechanical engineering students. In the course, teams of four (maximum) students with complementary interests and skills are drawn from more than one discipline. It is intended that the associations developed within and among the teams will enable cooperative multidisciplinary design projects in the senior year. The course consists of four weeks of introductory material followed by four laboratory modules, each concerning a specific application of signal acquisition and analysis. Currently, these modules include speech encoding and enhancement, machinery sound power measurement, machine condition monitoring, and motor condition monitoring. Each module is independent, so the modules may be presented in any order. The course concludes with a small design project. Three instructors have been involved in teaching the course, one from mechanical and two from electrical engineering     

智能交流接触器动态吸合过程研究

智能交流接触器采用智能控制系统，对接触器吸合、吸持、分断全过程进行动态控制。提出智能交流接触器吸合过程动态控制的概念，该概念是应用智能控制系统按不同电源电压(激磁电压)调节控制参数，如：合闸相位角、吸合过程强激磁的接通和断开时间等，由此改变铁心在吸合过程中的运动速度，减少铁心撞击，消除接触器的主触头在吸合过程中一、二次弹跳，从而减少触头磨损，提高各项性能指标。在大量实验和动态计算的基础上，进行动态优化设计，得出满意设计结果。     

"Hands-On" Microprocessor Education at the University of Rhode Island

This paper documents the impact of microprocessor technology on electrical engineering education at the University of Rhode Island. Originally introduced as a method of giving computer experience to a larger number of students, it has become a key element in the undergraduate curriculum. "Microprocessor Laboratory" emphasizes hands-on experience by making computers available for "checkout" use at home. It is introduced as a required course at the sophomore level and the textbooks used are manufacturers' manuals. We employ a series of nine basic exercises and couple these to an end-of-semester project. The course is offered each semester and attracts students from other engineering disciplines and from other colleges within the University. It has been successfully adapted to a five-week summer session and a four-day short course for engineering faculty. The course forms the basis for introducing microprocessors into other, more advanced engineering courses.