“工程制图”教学改革的反思和探索

半个多世纪以来,我国高等学校工程图学教学改革呈现出"百花齐放、百家争鸣"的局面.作者从不同视野反思了当前制图教学改革中存在的不足,指出有必要重新认识工程制图课程、制图教学的定位、制图教学的本来面目,以此对工程制图教学改革提供一些思路.     

计算机工程制图课程教学模式试探

目前工程制图课程体系改革的研究,一个重要的课题是如何将计算机绘图课程与工程制图课程相的结合的问题,也就量如何建立新的课程体系－－计算机工程制图课程的问题。我校出版《计算机工程制图》教材,为改革研究创造了一个有利的条件,但要达到预期的目标,必须在教学模式（方式）方面有较大的改革,本文讨论了有关教学模式的改革。     

Computerized Course Planning for ISE Undergraduates

We describe the development and successful implementation of a spreadsheet used to help undergraduates in the Department of Industrial and Systems Engineering at the University of Florida plan their courses until graduation. The sheet is similar to a table with rows for courses, and columns for terms. For each course, the user enters a one in the cell for the term to take the course. The sheet computes various things, checks that all corequisites and prerequisites are satisfied, and that each course is chosen. In addition, various documentation is provided.     

Large-scale classroom scheduling

Classroom scheduling is an important part of course scheduling at Purdue University. The objective is to choose meeting rooms and times for each class that maximize student and instructor preferences without creating student, room or instructor schedule conflicts. An approach for solving classroom scheduling problems of practical size has been developed and implemented in CHRONOS, a scheduling support system developed at Purdue and described in this paper.

Requirements for CHRONOS derive from the course scheduling process at Purdue and are specified in a mathematical model of the classroom scheduling problem. Database, preprocessing, and search components provide computerized support to decision-makers. Results obtained from preliminary tests and ongoing use scheduling 500 course sections in a set of 31 large lecture rooms are positive. Work is currently under way to implement the system in a client-server environment and improve the qualitative aspects of generated schedules.     

Engineering Online: Assessing Innovative Education

This paper presents research on student performance outcomes, satisfaction, and retention rates in a fiber optics course at Arizona State University. Although the course typically has been taught by conventional methods for over 20 years, the instructor offered alternative delivery methods, such as the Web, during the Fall 2000 semester. This course was also unique in that it was comprised of diverse groups such as undergraduates and graduates and on‐ and off‐campus students. Although online students were significantly more satisfied with the course, performance outcomes and retention rates were favorable overall. It is likely that course options and convenience aided in student outcomes and course retention.     

A Motivational First-year Electronics Lab Course

An elective laboratory course has been developed at Rensselaer Polytechnic Institute to motivate freshmen for further study of engineering in general and to spur interest in electrical and computer engineering in particular. The course philosophy is that hands-on laboratory and design experiences build student confidence, stimulate curiosity, and demonstrate the relevance of engineering work — thereby increasing motivation and retention. This paper describes the structure of the new course and reports on the evaluation results, which confirm that carefully structured hands-on experience is an effective way of motivating freshmen. Evaluation results also indicate that the course has increased student creativity and confidence. Since the lab course is just one credit, it appears possible to address the motivation problem without overloading already crowded first-year engineering programs.     

The Development and Assessment of a Course for Enhancing the 3‐D Spatial Visualization Skills of First Year Engineering Students

In January 1993, we received NSF funding to develop a pre‐graphics course for freshman engineering majors who are weak in 3‐D spatial visualization skills. A text and computer lab exercises utilizing I‐DEAS software were written specifically for this course. The course is 3‐credits (quarter system) with two hours of lecture and two hours of computer lab each week. It was offered at Michigan Technological University (MTU) for the first time during the 1993 Fall term and has been offered each fall since that time. The objective of the course is to provide the prerequisite spatial skills needed by students to succeed in their subsequent engineering graphics courses. Assessment for the course has been continuous. Recently, a six‐year longitudinal study was conducted to determine the overall success of this project. This paper will describe the project and the assessment findings from the longitudinal study.     

泡沫铝制备过程中泡沫体形成机制研究

采用粉末冶金法制备泡沫铝材料,对发泡过程中泡沫体膨胀的演变过程及动力学机制进行了研究．通过对发泡过程的动态观测,获得了泡沫体体积膨胀与发泡时间的关系曲线．结果表明：泡沫体体积膨胀经历3个阶段：发泡初期的泡沫铝体积缓慢增大到迅速膨胀达到最大膨胀点,随后开始塌缩,体积保持在一定数值．对发泡过程动力学机制的分析表明,泡沫体膨胀过程与发泡剂分解产生的气体量和从熔体中排出气体的量有直接关系,由此推导出泡沫体体积-时间的动力学方程,该方程与实验获得的体积变化曲线相吻合,为发泡过程的控制提供理论依据．     

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.     

An Introduction to Mechanical Engineering Design for Sophomores at Purdue University

Universities play a key role in developing future engineers who understand the full scope of the product realization process, and are well equipped to produce effective, creative solutions to open-ended problems. A key step toward instilling the problem-solving mind-set in students is to lay the proper foundation early. Thus, a new cornerstone course, Introduction to Mechanical Engineering Design, has been developed in the School of Mechanical Engineering at Purdue University to bridge the gap between the freshman science and mathematics courses, and the more traditional mechanical engineering core courses such as thermodynamics, heat transfer, fluid mechanics, and machine design. This paper presents the goals of the new sophomore course, some details of its implementation, and results of the first three offerings. The primary goal of the course is to teach the students effective strategies for solving problems that have many acceptable solutions. This goal is met by a mixture of design theory presentations and design practice in a carefully guided semester-long project. Distinction is made throughout the course between effective problem-solving strategies for single-solution problems, common in math, physics, and chemistry courses for example, and multiple-solution problem-solving strategies. Results from the first three offerings of this course indicate that it is changing the way students approach problems in their later courses. Plans for future revisions of the course are also included.     

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.     

《生产与运作管理》教学体系改革探索

调查分析了在课程中学生学习的现状与教师教学及教学资源的现状,提出了本课程教学体系改革探索的思路,给出了教学过程中的具体实施措施.运用PDCA循环理念总结教学体系改革的成效,并使之得以巩固和持续提高.     

Do Online Students Perform as Well as Lecture Students?

This paper reports research on whether online delivery performs as well as traditional lecture delivery for a computer science course at North Carolina State University. The comparisons made are for two large sections of the course for which almost the only difference was that one section attended on‐campus lectures and the other did not. Where significant differences in outcomes appear for students who completed the course, they favor the online students. However, online students who started the course were less likely to complete it.     

The student research programme into patent information at the city university,London

The patents lecture course at City University is described in its context as part of an M.Sc. course in Information Science.Every year a number of students carry out small research projects into aspects of patent information. These are described and the overall contribution to knowledge of the results is assessed.The value of such research to the students themselves is considered and finally some areas for further research are listed.     

Environmental Modeling—A Project Driven,Team Approach to Theory and Application

Environmental modeling is an important tool for understanding and managing complex environmental systems. Regardless of discipline, complete modeling includes a number of steps, ranging from conceptualization to application. However, modeling courses often focus on just one, or at most a few, of the steps and frequently are assignment‐driven. Moreover, they often present numerical procedures as recipes, without regard to theory or limitations and without regard to “real‐world” application. In this course, we unify the modeling sequence by exposing students to the full spectrum of modeling (mathematics, physics, and numerical methods) in the context of surfactant‐enhanced remediation of contaminated soils, a technology being developed at the University of Oklahoma. An innovative course structure is used that couples team learning with a project‐driven syllabus (also referred to as just‐in‐time learning) and combines mathematical and physical modeling via data from laboratory and field testing. Other thematic areas can easily be developed in the same framework. We believe the course pedagogy is highly portable and can serve as an example for any modeling course or for many other courses in an engineering curriculum.     

开设<包装实验>课的可行性研究

文章针对我校包装工程专业在主要专业课的实验环课部分的现状及存在的问题，以高教课程体系改革及实践教学改革的要求为依据，提出对3门课的实验课进行整合，开设一门专业实验课《包装实验》的措施，从而使实验课体系更具系统性，有利于提高学生的实际操作技能。     

A new doctoral course in the 21st century COE program,materials science,at Tokyo Institute of Technology

A new doctoral course, Project Managing Course, has been established as of April, 2003 for the graduate students in the four Departments involved in the 21st Century COE program supported by Japanese Government. The aim of the course is to let selected doctoral students learn the basic knowledge and skill necessary to bring the technology seeds into the business. Besides the requirement for the thesis work for their doctoral degree of Materials Science, they have to fulfill the unit requirements on the lectures offered by guest professors who are currently active at the front of financing, market analysis, venture capitals and technology management consulting. The attempt is unique in Management of Technology (MOT) education in Japan, probably even world-wide, in a sense that the course is offered to the doctoral students.     

Airplanes for Everyone: A General Education Course for Non‐Engineers

The Department of Aeronautics and Astronautics, at the University of Washington, has introduced a new course to non‐engineering students. This course is distinguished by the fact that it is specifically designed for non‐engineering/science students. The course, called AA101: Air and Space Vehicles, fulfills a “natural world” graduation requirement for University undergraduates. This course has proven so popular that after the first offering it has filled the auditorium and all lab sections every quarter. It is now being offered three quarters a year. AA101 includes hands‐on learning, multi‐media presentations, and classroom demonstrations. Lab sections each week demonstrate principles learned in class and are usually centered about a fun activity. Examples include learning to fly with Microsoft Flight Simulator, building a rubber powered balsa airplane, and launching water rockets. In several of these activities, teamwork is stressed. A conscious decision in the creation of the course was to eliminate analysis in order to attract the broadest audience. Graduates of AA101 are thus familiar with the concepts but cannot apply analytical tools to aerospace engineering.     

Integrating Design Education,Research and Practice at Carnegie Mellon: A Multi-disciplinary Course in Wearable Computers

The Engineering Design Research Center (EDRC) at Carnegie Mellon University has created a two-semester design course that integrates research and education through industrially-sponsored design projects. Over the six semesters that the course has been taught, teams of undergraduate and graduate students have designed and fabricated five new generations of wearable computers. These computers have been delivered to industrial and government customers for use. The Wearable Computer Design course at the EDRC is cross-disciplinary and inter-departmental, drawing students from four colleges in nine disciplines including five engineering departments (chemical engineering, civil and environmental engineering, electrical and computer engineering, mechanical engineering, and engineering and public policy), architecture, computer science, industrial administration and industrial design. Students in this course learn about design theory and practice, participate in research, and successfully deliver products to sponsors. The students are exposed to the design cycle from concept, to multi-disciplinary design tradeoffs, to manufacturing, and finally to customer satisfaction and user feedback. This class also serves as a testbed for learning about the needs of a multi-disciplinary design team, for anticipating the needs of geographically-distributed design teams, for reflecting on the interplay between product design and design process, and for evaluating the design tools and design methodologies that have been developed at the EDRC.