AS-623-04 Resolution on Establishment of a Center for Sustainability in Engineering (CSinE)

Endorses the proposal to establish the Center for Sustainability in Engineering (CSinE)

Water - Activities

The document contains activities for students in higher education. These activities are focused on water issues related to sustainability. It is designed for the general engineering or science audience. Its design is based on the framework of the Fink Taxonomy of Significant Learning. Each activity includes a profile that indicates whether the activity involves direct or indirect information sources, whether the experience is doing or observing and whether it involves individual or group reflection. The profile also includes notes for faculty, an estimate of the time investment, a graphic of the developmental aims with respect to the six areas of development within the Fink Taxonomy, and a suggested grading rubric

Population - Learning Objectives

This document is a list of learning objectives based on the framework of Fink’s taxonomy of significant learning: foundational knowledge, application, integration, human dimension, caring, and learning how to learn. It represents the aspirations for learning that the population is based on

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

Curricula to Educate the 2020 MSE Engineering Professional: Simple But Powerful Changes in the Way that MSE is Taught

National leaders in science and technology sectors speak in unison as they call for engineers who are not only technically competent in their fields, but who possess the abilities to communicate well, to work on teams, to apply systems thinking, to operate in the global business environment, to design within a greater set of constraints (environmental, health and safety, sustainability, economic, societal, political, manufacturability, and ethical). In short, our challenge is to educate an engineering professional who is far more sophisticated than the engineer of the 20th century. Additionally, challenges brought on by the overuse of natural resources put a special responsibility on materials science and engineering (MSE) faculty, whose role it is to assist in shaping the MSE profession. How can faculty deliver relevant curricula for the MSE engineering professional in an already crowded curriculum? Certainly curricular content must be up-to-date. However, a number of the goals can be met through changing the way in which the curriculum is delivered. In particular, we have emphasized mastery at the lower levels to increase retention, and implemented a number of learning “best practices”. Our preliminary results are promising: within one year, we were able to reverse a five-year trend in declining enrollment; we have just finished our fourth consecutive year of 100% on-time completions of senior projects; students exhibit a shift in mindset towards a greater awareness of their professional responsibility to serve humanity. In this paper, we will provide a survey of the techniques that we have used along with some preliminary results from our program

An Engineering Education of Holism: Einstein’s Imperative

In the aftermath of World War II, Einstein urged scientists to develop a substantively new thinking, lest we suffer a technology-enabled self-destruction. In this chapter, we will unfold the emerging scientific findings that serve as vectors, pointing to the same conclusion: the educational foundation that has brought about Industry 5.0 is causal to brain development that not only undermines our ability to address our emerging complex societal challenges, but biases us toward inhumane logic. We will outline a science of holism, the profoundly new thinking urged by Einstein. This science is rooted in nature’s ontology of dynamic complexity. An engineering education reflecting this new thinking will be described along with the novel developmental capacities afforded by it. The chapter will end by considering questions that need to be resolved to manifest such a radical shift in engineering education

The Foundation Series on Corrosion: Integrating Science, Math, Engineering & Technology in a Lab Setting

We have developed a laboratory module focusing on the subject of corrosion. The module itself is designed to be completed in one three-hour session. It consists of three parts: I. The Impact of Corrosion Media, II. The Impact of Corroding Materials, III. The Impact of Anode/Cathode Sizes. Our objectives in developing this module were to address the need for clear bridges between math, science and technology in the engineering curriculum and to provide a means of faculty development primarily at community colleges. As a result, it was designed to allow the engineering student to experience the synergy of science, math and engineering technology in a laboratory setting. Recent findings in learning theory research were used in the design of the module to reach students of diverse learning styles. Our targeted audience is sophomore engineering majors at community colleges and institutions without Materials Science and Engineering programs. In this paper we will present the module, its goals, objectives and performance criteria, and the preliminary results of its implementation