Microelectronics Process Engineering at San Jose State University: A Manufacturing-Oriented Interdisciplinary Degree Program

San Jose State University\u27s new interdisciplinary curriculum in Microelectronics Process Engineering is described. This baccalaureate program emphasizes hands-on thin-film fabrication experience, manufacturing methods such as statistical process control, and fundamentals of materials science and semiconductor device physics. Each course of the core laboratory sequence integrates fabrication knowledge with process engineering and manufacturing methods. The curriculum development process relies on clearly defined and detailed program and course learning objectives. We also briefly discuss our strategy of making process engineering experiences accessible for all engineering students through both Lab Module and Statistics Module series

UML Class Diagram or Entity Relationship Diagram : An Object Relational Impedance Mismatch

It is now nearly 30 years since Peter Chen’s watershed paper “The Entity-Relationship Model –towards a Unified View of Data”. [1] The entity relationship model and variations and extensions to ithave been taught in colleges and universities for many years. In his original paper Peter Chen looked at converting his new ER model to the then existing data structure diagrams for the Network model. In recent years there has been a tendency to use a Unified Modelling Language (UML) class diagram forconceptual modeling for relational databases, and several popular course text books use UMLnotation to some degree [2] [3]. However Object and Relational technology are based on different paradigms. In the paper we argue that the UML class diagram is more of a logical model (implementation specific). ER Diagrams on theother hand, are at a conceptual level of database design dealing with the main items and their relationships and not with implementation specific detail. UML focuses on OOAD (Object Oriented Analysis and Design) and is navigational and program dependent whereas the relational model is set based and exhibits data independence. The ER model provides a well-established set of mapping rules for mapping to a relational model. In this paper we look specifically at the areas which can cause problems for the novice databasedesigner due to this conceptual mismatch of two different paradigms. Firstly, transferring the mapping of a weak entity from an Entity Relationship model to UML and secondly the representation of structural constraints between objects. We look at the mixture of notations which students mistakenly use when modeling. This is often the result of different notations being used on different courses throughout their degree. Several of the popular text books at the moment use either a variation of ER,UML, or both for teaching database modeling. At the moment if a student picks up a text book they could be faced with either; one of the many ER variations, UML, UML and a variation of ER both covered separately, or UML and ER merged together. We regard this problem as a conceptual impedance mismatch. This problem is documented in [21] who have produced a catalogue of impedance mismatch problems between object-relational and relational paradigms. We regard the problems of using UML class diagrams for relational database design as a conceptual impedance mismatch as the Entity Relationship model does not have the structures in the model to deal with Object Oriented concepts Keywords: EERD, UML Class Diagram, Relational Database Design, Structural Constraints, relational and object database impedance mismatch. The ER model was originally put forward by Chen [1] and subsequently extensions have been added to add further semantics to the original model; mainly the concepts of specialisation, generalisation and aggregation. In this paper we refer to an Entity-Relationship model (ER) as the basic model and an extended or enhanced entity-relationship model (EER) as a model which includes the extra concepts. The ER and EER models are also often used to aid communication between the designer and the user at the requirements analysis stage. In this paper when we use the term “conceptual model” we mean a model that is not implementation specific.ISBN: 978-84-616-3847-5 3594Peer reviewe

Inviting students to determine for themselves what it means to write across the disciplines

Situated in the literature on threshold concepts and transfer of prior knowledge in WAC/WID and composition studies, with particular emphasis on the scholarship of writing across difference, our article explores the possibility of re-envisioning the role of the composition classroom within the broader literacy ecology of colleges and universities largely comprised of students from socioeconomically and ethno- linguistically underrepresented communities. We recount the pilot of a composi- tion course prompting students to examine their own prior and other literacy values and practices, then transfer that growing meta-awareness to the critical acquisition of academic discourse. Our analysis of students’ self-assessment memos reveals that students apply certain threshold concepts to acquire critical agency as academic writ- ers, and in a manner consistent with Guerra’s concept of transcultural repositioning. We further consider the role collective rubric development plays as a critical incident facilitating transcultural repositioning

Teaching with infographics: practising new digital competencies and visual literacies

This position paper examines the use of infographics as a teaching assignment in the online college classroom. It argues for the benefits of adopting this type of creative assignment for teaching and learning, and considers the pedagogic and technical challenges that may arise in doing so. Data and insights are drawn from two case studies, both from the communications field, one online class and a blended one, taught at two different institutions. The paper demonstrates how incorporating a research-based graphic design assignment into coursework challenges and encourages students' visual digital literacies. The paper includes practical insights and identifies best practices emerging from the authors' classroom experience with the infographic assignment, and from student feedback. The paper suggests that this kind of creative assignment requires students to practice exactly those digital competencies required to participate in an increasingly visual digital culture

English-language writing instruction in Poland: Adapting to the local EFL context

This paper is intended to foster reflection about the development of a locally-suitable approach to English-language writing instruction in Poland. In order to provide background information to contextualize a subsequent discussion of English-language writing, the paper starts with a brief overview of the history of L2 writing instruction, including an overview of the four most influential approaches to teaching ESL composition in the U.S. from 1945–1990: Controlled Composition, Current-Traditional Rhetoric, the Process Approach, and English for Academic Purposes. This is followed by a discussion of the concept of a „needs analysis,” where it is noted that needs analysis is complex in foreign language contexts such as Poland, where students may not have obvious, immediate needs for writing in English after graduation. The notion of needs analysis is illustrated with an example drawn from the English Institute at the University of Łódź. The needs analysis indicated that some students of English had negative attitudes and/or anxiety towards writing in English, but some had positive attitudes based on previous experiences with creative and expressive writing. Additionally, it was determined that students needed to learn many skills for writing academic papers that they had not learned in secondary school and that require extensive instruction and practice. Based on the needs analysis, it was determined that the purposes of a new writing course for first-year English majors should be to foster and develop positive attitudes toward writing and to support students’ academic work. The assignments and activities for the course are described. Additionally, a description is provided of the possible purposes that Polish students in general might have for writing in English, the goals that instructors might pursue in assigning writing, and the types of writing teachers might assign. Recommendations are provided for responding to student writing

Retention in Mathematics students: problems and possible approaches.

This article describes and analyses the approach adopted by the Mathematics course team in UCLan to improve retention in the first year mathematics students. After introducing the key aspects of the skills required by a mathematics student and the teaching methods considered in the past to improve such skills, the UCLan method is outlined. Such method is based on a mixture of formative and summative assignments, spread throughout the year. A case study allows to statistically confirm the effectiveness of such method. We conclude the article outlining possible improvements and drawbacks

SciTech News Volume 71, No. 2 (2017)

Columns and Reports From the Editor 3 Division News Science-Technology Division 5 Chemistry Division 8 Engineering Division 9 Aerospace Section of the Engineering Division 12 Architecture, Building Engineering, Construction and Design Section of the Engineering Division 14 Reviews Sci-Tech Book News Reviews 16 Advertisements IEEE

Bridging the cultural divide: the emergence of Global Language Programs at Boston University

As the fourth largest private research institution in the United States Boston University (BU) serves more than 18,000 students, and approximately seven percent study a second language. Since 2007, when the President unveiled his Strategic Plan, the overall scope and diversity of foreign language instruction across campus and through BU’s Office of International Programs has increased dramatically. He is clearly fulfilling his mandate to strengthen the quality of the faculty, strive for excellence in undergraduate education, emphasize interdisciplinary studies, and deepen connections to the city of Boston and the world.1 The unveiling of his plan coincided with the arrival of a new Dean in the College of Arts and Sciences (CAS) who recognized that BU’s assets in languages could be developed into a signature strength of the College, and made a special commitment to nurturing the less commonly taught languages that cannot rely on prior student preparation.Accepted manuscrip

Simulation Genres and Student Uptake: The Patient Health Record in Clinical Nursing Simulations

Drawing on fieldwork, this article examines nursing students’ design and use of a patient health record during clinical simulations, where small teams of students provide nursing care for a robotic patient. The student-designed patient health record provides a compelling example of how simulation genres can both authentically coordinate action within a classroom simulation and support professional genre uptake. First, the range of rhetorical choices available to students in designing their simulation health records are discussed. Then, the article draws on an extended example of how student uptake of the patient health record within a clinical simulation emphasized its intertextual relationship to other genres, its role mediating social interactions with the patient and other providers, and its coordination of embodied actions. Connections to students’ experiences with professional genres are addressed throughout. The article concludes by considering initial implications of this research for disciplinary and professional writing courses