墨水直写、喷墨打印和激光直写技术及其在微电子器件中的应用

直写技术是一种新型微加工技术,其加工过程不需模板并可在亚微米至厘米范围实现材料加工成型。墨水直写、喷墨打印和激光直写作为最常用的直写技术,具有强大的二维、三维成型能力和优异的成型精度,可实现金属、陶瓷、聚合物、水凝胶等复杂构型的程序化构筑,被广泛应用于微电子、组织工程、微流控等领域。阐述了这3种直写技术的构型原理和材料选择,重点介绍了其在微电子器件制造中的应用,讨论了当前研究的难点和热点问题,并对其未来发展趋势进行了展望。     

墨水直写、喷墨打印和激光直写技术及其在微电子器件中的应用

直写技术是一种新型微加工技术,其加工过程不需模板并可在亚微米至厘米范围实现材料加工成型.墨水直写、喷墨打印和激光直写作为最常用的直写技术,具有强大的二维、三维成型能力和优异的成型精度,可实现金属、陶瓷、聚合物、水凝胶等复杂构型的程序化构筑,被广泛应用于微电子、组织工程、微流控等领域.阐述了这3种直写技术的构型原理和材料选择,重点介绍了其在微电子器件制造中的应用,讨论了当前研究的难点和热点问题,并对其未来发展趋势进行了展望.     

Speech: An Enhancement to (Technical) Writing

Industry today wants engineers who are not only technically proficient, but who also can speak and write well. The problem is that engineering students do not get many opportunities to practice these skills in their crowded curricula. The educational strategy in the following article suggests that incorporating a formal or semiformal speech into a (technical) writing assignment can improve a student's speaking and writing proficiency.     

Four Effective Writing Strategies for Engineering Classes

This article, written by three technical communication professors and one chemical engineering professor representing three different universities, presents four proven strategies for including effective writing assignments in engineering classes. The strategies include using writing assignments to analyze job-related Web searches and engineering job preparation, using peer editing to revise assignments, using journals to learn to write and write to learn, and using paper airplanes to teach how to write instructions.     

Professional Practice: A Topic for Engineering Research and Instruction

Professional practice is considered as a much broader topic for inclusion in engineering curricula than traditionally associated with engineering design. Practicing engineers require a working knowledge of several non-engineering disciplines and must interact with people of a variety of backgrounds within a variety of organizational contexts. Engineers must develop the skills of problem solving and decision making for circumstances much broader than generally used in the engineering class room. Professional engineering practice in this broad context can be the subject of legitimate research and instruction. Case research methods are applicable to the exploratory study of engineering practice and the development of a knowledge base important to designing engineering curricula. Case instruction provides one method of dealing with topics at the boundaries of the engineering disciplines and in developing decision making skills that are fundamental to engineering practice. It is concluded that the engineering education community should explore new frameworks for research, instruction and the associated scholarship that address professional practice issues.     

Development of an Air Quality Program at the University of Illinois at Urbana-Champaign

Interdisciplinary curricula, such as environmental engineering, are faced with the challenge of developing unified sets of courses for students from a variety of academic backgrounds. In addition to providing a rigorous technical education, engineering education should foster development of the professional skills that students need in the future, such as laboratory, computer, communication and teamwork abilities, and independence and creativity. This program improvement project integrated traditional lectures with carefully designed assignments, experiments, and demonstrations to teach principles of air quality in environmental engineering. Computer simulations helped students develop a better intuitive understanding of fundamental air quality phenomena. Field trips served to illustrate applications of classroom concepts, and an instructional laboratory was developed to teach students the essential techniques of air quality monitoring. The classroom and laboratory were also used as a supportive environment in which students learned professional skills applicable to graduate studies or professional employment. Students wrote “journal articles,” complete with peer review and revisions as part of a term project. Laboratory projects were used to introduce students to the techniques of writing proposals, and a professional style “class conference” gave students practice in making scientific presentations.     

Assessment in Engineering Education: Evolution,Approaches and Future Collaborations

This article examines the current state of assessment in engineering education in the United States as reflected in the Journal of Engineering Education. We begin with a brief review of recent developments in the assessment of engineering education and the events that have inspired change. Next, we explore assessment methodologies that have been used repeatedly in the evaluation of engineering courses, curricula, and research investigations as well as some methods that have not been used extensively but are likely to be informative. We conclude with a discussion of the importance of establishing collaborations between researchers in engineering education and educational research. Throughout this paper we highlight examples of sound and rigorous assessments in engineering education.     

Incorporating Group Writing Instruction in Engineering Courses

Group writing is an important and integral part of the engineering workplace which is rarely addressed in most undergraduate engineering curricula. Virtually every engineering student takes courses in composition and writing; however, these courses inevitably emphasize the development of individual writing skills. Engineering students need to be exposed to different group writing styles and learn to be effective group writers. The key elements to effective group writing include group dynamics and leadership and group members attitudes towards revision and criticism. By discussing with the students the key points to successful group writing, engineering students will turn in better assignments to their instructors and will be better prepared for the engineering workplace.     

Teaching Communication in Capstone Design: The Role of the Instructor in Situated Learning

Calls for engineers to communicate more effectively are ubiquitous, and engineering education literature includes numerous examples of assignments and courses that integrate writing and speaking with technical content. However, little of this literature examines in detail how engineering students develop communication skills and how those learning mechanisms influence classroom practice. To address this gap, this article synthesizes research on communication learning in college from the fields of composition and technical communication and illustrates its relevance to the engineering classroom with a case study of a capstone design course. The principles of situated learning and activity theory, in particular, provide strong evidence that the ways in which course instructors and students interact around communication tasks play a significant role in helping students develop transferable communication skills.     

Competition between academic journals for scholars’ attention: the ‘Nature effect’ in scholarly communication

Here, we study readers’ choice in a context in which scholar’s attention is drawn to salient attributes of academic papers such as importance or accessibility. An article’s attribute is salient when it stands out among the paper’s attributes relative to that attribute’s average level in the choice set. In our model, scholars may attach disproportionately high consideration to salient attributes of academic articles. This paper shows that, depending on the writing complexity in determining article importance, scientific communication in some research fields exhibits accessibility–salient equilibria in which scholars are most attentive to accessibility and less sensitive to article importance. Generalist disciplines (the social and human sciences) with an abundance of multidisciplinary journals which publish research in several fields can be described in this way. In other academic disciplines, scholars are attentive to article importance and are to some extent insensitive to differences in accessibility. There, journals compete on article importance, which can be over-supplied relative to the efficient level of a scholarly paper. One academic discipline with an abundance of highly-specific journals within a sub-field of physics/mathematics/engineering can be described by such equilibria. We also explore the possibility of radical change in scholarly communication when the use of writing complexity in determining article importance changes drastically, whereby a journal acquires access to a revolutionary system of determining articles whose importance is at a much lower writing complexity that its competitor journal. There, when the marginal complexity in determining importance is low, a large improvement in importance entails only a small decrease in accessibility. This allows the academic journal to set a salient high article importance and to win the scholars’ attention, which is named as the ‘Nature effect’.     

Writing Across the Chemical Engineering Curriculum at the University of North Dakota

In order to prepare engineering graduates with the written and oral communication skills needed in their professional careers a coordinated writing across the curriculum (WAC) program has developed in the chemical engineering department at the University of North Dakota. The students practice and develop their skills with writing assignments in both lecture and laboratory courses from the first-year level through the fourth-year capstone design course. The coordinated approach, especially in the four-semester laboratory sequence, allows the students to develop their skills by building on communication experiences in previous courses. The WAC program at UND including writing and public speaking assignments is described.     

Outcomes Assessment of Engineering Writing at the University of Washington

Effective writing skills are crucial for engineers, and engineering programs have always struggled with how to prepare their students for the writing they will do as professionals. Now, programs must also show the Accreditation Board for Engineering and Technology (ABET) that they have clear educational outcomes for engineering communication and have a process for assessing student performance on those outcomes. At the University of Washington, we have spent the last five years developing an outcomes‐based assessment program for engineering writing. In spring 2001, the first round of writing assessment was completed. The assessment indicated that most of our students are competent in the outcomes we have developed. It also uncovered several weak areas, particularly in regard to working with sources and to adequately stating and supporting the purpose of the writing. We will be addressing these areas with additional instruction in the stand‐alone technical writing courses taken by engineering students. The process described in this paper could be helpful for other engineering programs preparing for ABET accreditation visits.     

Using an English Tutor in the Engineering Classroom

In an attempt to improve the written communication skills of engineering students, a technical writing expert was engaged as a writing tutor. The tutor worked solely with the students in a required, four-credit undergraduate water resources course. The tutor critiqued the students' grammar in laboratory reports and cover letters that were required as a part of project submittals. After making written comments on paper, the writing expert met with individual students to discuss writing improvements in detail. The engineering professor also commented on grammar, but it was the tutor who was responsible for ten percent of the grade on laboratory reports and projects. The results of the process, including a student survey, are discussed.     

The Other Re-engineering of Engineering Education, 1900–1965

Many engineering colleges in the 1990s are busily revising the style and substance of engineering curricula to provide increased attention to design. The intent is to redress what many reformers see as an imbalance caused by too much emphasis on the analytical approaches of engineering science. In effect, current reforms are responding to changes made in American engineering colleges in the years immediately after World War II, when engineering curricula first fully embraced an analytical mode of engineering science. This paper examines how and why this earlier “re-engineering” of engineering education came to pass. It begins by summarizing the state of engineering education in the late 19th century. Then the paper discusses the role of European-born and educated engineers such as Stephen Timoshenko, Theodore von Kérmén, and Harald Westergaard, who after 1920 prepared the ground for the later transformation of engineering curricula. The paper next discusses the efforts of leaders such as Solomon Cady Hollister and Eric Walker to introduce changes after 1945, and concludes by noting how their initial visions of curricula based on engineering science were altered during implementation.     

Adventure Engineering: A Design Centered,Inquiry Based Approach to Middle Grade Science and Mathematics Education

Adventure Engineering (AE) is a middle grade science and mathematics outreach initiative that entails the development and implementation of single day to four‐week adventure‐driven, engineering‐based curricula for grade 5 through 9 science and/or mathematics classes. The curricula is inquiry‐based and open‐ended; activities are designed to facilitate the learning and application of concepts identified in national mathematics and science standards, and to immerse students in the engineering design experience. This paper reports the findings from the development and implementation of AE curricula in six different middle grade subjects in urban and suburban schools. Rigorous assessment revealed that the AE curricula have successfully improved mathematics and science content knowledge. Student attitudes towards mathematics and science, and in limited cases engineering, also improved. This paper also presents the results of a survey of urban and suburban student attitudes towards mathematics, science and engineering.     

Toward deep impacts of BIM on education

Building information models (BIM) provide a way to represent buildings and communicate about them. In teaching engineering, we also need representations of buildings and are communicating knowledge about them. While teaching engineering we refer to the very same real-world objects that have an explicit conceptualization in BIM. This explicit conceptualization did not exist in the age when design communication relied on drawings and documents. The question that this paper asks is this: due to BIM, communication in the industry has changed. Should communication of engineering knowledge – teaching – change as well and how? While much has been written about teaching BIM and incorporating BIM into the curricula, this paper is exploring the general impact of BIM on engineering education. It grounds earlier work (Turk, 2018) on insights from pedagogy. Five scenarios of the interplay between BIM-influenced engineering communication and teaching are presented. The paper argues that ignoring BIM may create a cognitive dissonance between academic learning and industrial work. We are finding that the impact of BIM is twofold: vertically there is a need to establish a reference between knowledge concepts (in teaching building) and information objects (in building information models). Horizontally BIM is an integration technology that allows for a more holistic design and planning. Both the language of individual courses as well as cross references and synergies among courses should change. A “T” style structure of the courses around BIM is proposed as a basis for integrated curriculum. Pedagogical approaches based on deep learning, model based learning and project based learning are suggested.     

Students' Conceptions of Tutor and Automated Feedback in Professional Writing

Background Professional writing is an essential outcome for engineering graduates and hence a vital part of engineering education. To provide a successful learning experience for students engaged in writing activities, timely feedback is necessary. Providing this feedback to increasing numbers of students poses a major challenge for instructors. New automated systems work towards providing both timely and appropriate writing feedback, but students' views on automated feedback, and feedback in general, are not well understood. Purpose (Hypothesis ) To contribute to a deeper understanding of students' conceptions of feedback from tutors and an automated system called Glosser, and how these conceptions are related to achievement. Design /Method Students in an engineering course worked in pairs to write an engineering report on e‐business. The design of the study involves in‐depth interviews and the analysis employs an approach in which student conceptions of automated feedback are investigated in relation to related feedback from their tutor, perceptions of automated feedback in general, and their academic achievement. Results Students' conceptions of feedback vary and can be grouped into cohesive and fragmented, which is consistent with other theoretical models. Close associations were found between more cohesive conceptions of feedback and better academic performance. Conclusions A student's conception of traditional and automated feedback is similar, being either cohesive or fragmented. Changing one may change the other. Deep learners see feedback as a way of learning about the topic whereas shallow learners see them as a way to improve the communication aspects of writing. Design considerations based on these results are discussed.     

Engineering Informatics: State of the Art and Future Trends

Engineering informatics is an emerging engineering discipline integrating information technology or informatics with a variety of engineering disciplines. It is an interdisciplinary scientific subject focusing on applying advanced information and communications technology (ICT) to a variety of engineering disciplines. Rapid advances in industrial information integration methods have spurred the growth of new techniques that can be used for probing industrial information integration including engineering informatics. These techniques include business process management (BPM), enterprise architecture (EA), enterprise application integration (EAI), service-oriented architecture (SOA), and others. Practical applications may require a combination of these techniques that have originated from different disciplines. These techniques have the potential to contribute to engineering informatics. For integrating complex engineering systems, both formal methods and systems methods are crucial. In this paper, we briefl review the state of the art of engineering informatics as it interfacing with industrial information integration.     

Reverse Engineering and Redesign: Courses to Incrementally and Systematically Teach Design

A variety of design‐process and design‐methods courses exist in engineering education. The primary objective of such courses is to teach engineering design fundamentals utilizing repeatable design techniques. By so doing, students obtain (1) tools they may employ during their education, (2) design experiences to understand the “big picture” of engineering, and (3) proven methods to attack open‐ended problems. While these skills are worthwhile, especially as design courses are moved earlier in curricula, many students report that design methods are typically taught at a high‐level and in a compartmentalized fashion. Often, the students' courses do not include opportunities to obtain incremental concrete experiences with the methods. Nor do such courses allow for suitable observation and reflection as the methods are executed. In this paper, we describe a new approach for teaching design methods that addresses these issues. This approach incorporates hands‐on experiences through the use of “reverse‐engineering” projects. As the fundamentals of design techniques are presented, students immediately apply the methods to actual, existing products. They are able to hold these products physically in their hands, dissect them, perform experiments on their components, and evolve them into new successful creations. Based on this reverse‐engineering concept, we have developed and tested new courses at The University of Texas, MIT, and the United States Air Force Academy. In the body of this paper, we present the structure of these courses, an example of our teaching approach, and an evaluation of the results.