Freshman Laboratory for Product and Process Engineering

大卫F.奥利司 DUE 9550927北卡罗来纳州州立大学 1995财政年度200，000美元罗利，NC 27695-7905 ILI -领导力 实验室发展： 工程 产品与工艺工程新生实验室（Freshman Laboratory for Product and Process Engineering） 一个产品和过程工程实验室已经建立了新生工程专业的学生。实验室的目的是将学生以三人一组的方式聚集在一起，以探索完全可操作的熟悉设备（例如，摄像机、录像机、复印机、条形码扫描仪），依次扮演用户、装配工和工程分析师的角色。该实验室强调对每个设备的“动手”方法和团队合作。1993年夏季（12名学生）和1994年夏季（18名学生）试点课程的结果表明，这种方法创造了一种学生相互有效教学的氛围，妇女和少数民族在这种氛围中感到非常舒适，并接受了积极和包容性的工程学介绍。 该项目的目标是展示具有成本效益的人力设计和扩大这一新颖的新生实验室，以处理高达216名学生，每年两年的完整队列。1995 - 1996年每学期提供三个24名学生的课程，1996 - 1997年每学期提供五个课程。 实验室执行的方法涉及到学生，本科生和研究生助教，以及系主任的角色。学生们三人一组，分别检查六种设备或流程。高年级的本科生提供实验室援助，并选择，使他们作为女性和少数民族新生的榜样。研究生助教（每科一名）负责每个科的一般指导和实验室维护，并担任高年级学生的后备技术顾问。教师领导人提供了一个动手训练的大四学生和研究生助理与实验室设备的每个学期之前的最初一周，并导致学生讨论部分外阅读，并保持实验室操作的监督。 该项目意义重大，因为它以一种包括团队合作、口头沟通和演讲技巧的方式向新生提供了对工程学的即时“动手”介绍，并有助于招聘和留住代表性不足的群体。

David F. Ollis DUE 9550927 North Carolina State University FY1995 $ 200,000 Raleigh, NC 27695-7905 ILI - Leadership in Laboratory Development: Engineering Title: Freshman Laboratory for Product and Process Engineering A Product and Process Engineering laboratory has been established for freshmen engineering students. The purpose of the laboratory is to bring students together in teams of three in order to explore fully operative, familiar devices (e.g., videocamera, videocassette recorder, photocopier, bar code scanner) by playing the successive roles of user, assembler, and engineer analyst. The lab places emphasis on a "hands-on" approach to each device and on working in teams. Results from pilot offerings in summer '93(12 students) and '94(18 students) indicate that this method creates an atmosphere in which students teach each other effectively, and in which women and minorities feel very comfortable and receive a positive and inclusive introduction to engineering. The objective of the project is the demonstration of a cost efficient manpower design and scale-up of this novel freshmen laboratory to handle a full cohort of up to 216 students per year for two years. Three 24 student sections/semester are offered in '95-'96 and five sections/semester in '96-'97. The method of laboratory execution involves roles for students, undergraduate and graduate teaching assistants, and the faculty director. The students, working in teams of three, examine each of six devices or processes. The senior undergraduates provide lab assistance and are selected so that they serve as role models for women and minority freshmen. The graduate teaching assistant (one per section) has general instruction and lab maintenance responsibilities for each section, and serves as back-up technica l consultant to the seniors. The faculty leader provides an initial week of hands-on training of seniors and graduate assistants with the lab devices prior to each semester, and leads the student discussion sections on outside readings, and maintains oversight of the laboratory operations. The project is significant because it provides an immediate "hands-on" introduction to engineering to freshmen students in a manner which includes teamwork, oral communication and presentation skills, and is conducive to the recruitment and retention of underrepresented groups.