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

埃文·D绿色 DUE 9551520圣何塞州立大学 1995财政年度224，000美元圣何塞，CA 95192-0084 ILI -领导力 实验室发展： 工程 标题：跨学科课程的发展 电子材料与器件 一个本科工程师应该拥有各种各样的技能和知识，超出了他或她的课程工作的基本工程内容。 需要提高学生在沟通，解决问题，整合知识和团队合作的技能是众所周知的。 其中一些需要可以通过改变实验室课程教学中使用的技术来满足。 传统的实验教学方法经常退化为“食谱”方法，即学生按照实验书中的“食谱”进行实验的模式。 这种练习并不教学生进行独立的科学实验，或记录并向他人传达实验过程中获得的信息。 “食谱”方法也未能教会学生从测量参数中明确得出信息或正确应用统计数据。 简而言之，大多数实验室教学无助于培养学生成为批判性思维者。 解决这个问题的一个办法是放弃“食谱”，而采用一系列以团队为导向的、开放式的实验室体验。 在这种模式的实验室教学，学生给出了一个问题，训练使用实验仪器，并教必要的理解问题的基本概念。 他们被要求设计实验和分析数据，而不求助于食谱。 由于人们认为，这些技能不能在一个单一的教学过程中教，我们的目标是开发独立的练习，将实验设计技能引入半导体器件和电子性能（MatE 153和EE 128）的两个先决条件类，其次是半导体工艺工程（EE/MatE 129）的跨学科，面向团队的设计课程。 后一门课程将模拟行业的工程角色，跨学科团队是规则，开放式实验是生活的事实。

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.