Development of an Interdisciplinary Curriculum in Electronic Materials and Devices: Cooking Without Recipes

埃文·D·格林将于9551520财年在圣何塞州立大学支付22.4万美元，CA 95192-0084ILI-实验室开发的领导力：工程学标题：电子材料和器件跨学科课程的开发本科工程师应该具备除课程工作的基本工程学内容之外的广泛的技能和知识。提高学生在沟通、解决问题、整合知识和团队合作方面的技能的必要性是普遍理解的。其中一些需求可以通过改变实验室课程教学中使用的技术来满足。传统的实验室教学方法经常退化为“食谱”方法，即学生按照实验课本上的“食谱”进行实验的模式。这样的练习不会教会学生进行独立的科学实验，也不会教会学生记录和与他人交流在实验过程中获得的信息。“食谱”方法也未能教会学生从测量的参数中明确地得出信息，或者正确地应用统计学。简而言之，大多数实验室教学不利于学生作为批判性思考者的发展。这个问题的一个解决方案是放弃“食谱”，转而采用一系列面向团队的、开放式的实验室体验。在这种实验室教学模式中，给学生发一道题，训练他们使用实验仪器，并教授理解问题所需的基本概念。他们被要求设计实验并分析数据，而不需要求助于配方。由于这些技能被认为不能在单一的教学课程中教授，我们的目标是开发独立的练习，将实验设计技能引入两个关于半导体器件和电子特性的必修课(Mate 153和EE 128)，然后是半导体工艺工程的跨学科、面向团队的设计课程(EE/Mate 129)。后一门课程将模拟工业的工程角色，在工业中，跨学科团队是规则，开放式实验是现实。

Evan D. Green DUE 9551520 San Jose State University FY1995 $ 224,000 San Jose, CA 95192-0084 ILI - Leadership in Laboratory Development: Engineering Title: Development of an Interdisciplinary Curriculum in Electronic Materials and Devices An undergraduate engineer is expected to possess a wide variety of skills and knowledge beyond the fundamental engineering content of his or her course work. The need for improvement of student skills in communication, problem solving, integration of knowledge and teamwork is commonly understood. Some of this need can be met by a change in the techniques used in the teaching of laboratory courses. The traditional method of laboratory instruction frequently degenerates into a "cookbook" method, a mode in which students follow a "recipe" for experimentation from their lab book. Such exercises do not teach students to conduct an independent scientific experiment, or to record and communicate to others the information obtained during the course of an experiment. The "cookbook" method also fails to teach students to derive information explicitly from measured parameters or to properly apply statistics. In short, most laboratory instruction does not contribute to the development of the student as a critical thinker. One solution to this problem is to abandon the "cookbook" in favor of a sequence of team-oriented, open-ended laboratory experiences. In this mode of laboratory instruction, students are given a problem, trained to use the experimental apparatus, and taught the fundamental concepts necessary for understanding the problem. They are required to design the experiments and analyze the data without recourse to recipes. Since it is believed that these skills cannot be taught in a single course of instruction, our obj ective is to develop independent exercises for introducing experimental design skills into two pre-requisite classes on semiconductor devices and electronic properties (MatE 153 and EE 128), followed by an interdisciplinary, team-oriented design course in semiconductor process engineering (EE/MatE 129). The latter course will simulate the engineering roles of industry, where interdisciplinary teams are the rule and open-ended experimentation is a fact of life.