MEMS Curriculum Development in Mechanical Engineering at the University of Michigan

1999 ◽  
Author(s):  
Liwei Lin
Keyword(s):  
Graduate Students ◽  
Curriculum Development ◽  
Mechanical Engineering ◽  
Engineering Students ◽  
University Of Michigan ◽  
Entry Level ◽  
Undergraduate Study ◽  
New Graduate ◽  
College Of Engineering ◽  
The University

Abstract MEMS curriculum development in Mechanical Engineering at the University of Michigan is presented. A course curriculum structure that integrates both mechanical and electrical engineering courses is proposed for mechanical engineering students who are interested in MEMS research. The proposed curriculum starts from undergraduate study and finishes at the Ph.D. level. Two new graduate-level MEMS courses are proposed. They are “Introduction to MEMS” for senior and entry-level, graduate students and “Advanced MEMS” for graduate students. The first course has been experimentally taught at the University of Michigan for the past three years and the class assessments are summarized and analyzed in this paper. It is clear from the student responses that for more advanced MEMS courses should be offered. The vision of the future MEMS curriculum development has also been discussed with the suggestion of the development a new undergraduate-level MEMS course in the college of engineering.

Book Reviews

2016 ◽  
Vol 54 (2) ◽  
pp. 589-591
Keyword(s):  
Graduate Students ◽  
Mechanism Design ◽  
Incentive Compatibility ◽  
Dominant Strategy ◽  
University Of Michigan ◽  
Dynamic Mechanism Design ◽  
Temple University ◽  
The University ◽  
Robust Mechanism Design

Dimitrios Diamantaras of Temple University reviews “An Introduction to the Theory of Mechanism Design,” by Tilman Börgers. The Econlit abstract of this book begins: “Presents explanations of classic results in the theory of mechanism design and examines the frontiers of research in mechanism design in a text written for advanced undergraduate and graduate students of economics who have a good understanding of game theory. Discusses screening; examples of Bayesian mechanism design; examples of dominant strategy mechanisms; incentive compatibility; Bayesian mechanism design; dominant strategy mechanisms; nontransferable utility; informational interdependence; robust mechanism design; and dynamic mechanism design. Börgers is Samuel Zell Professor of the Economics of Risk at the University of Michigan.”

scholarly journals Development and delivery of a work experience week programme for mechanical engineering

2020 ◽  
pp. 030641902098104
Author(s):  
A Gonzalez-Buelga ◽  
I Renaud-Assemat ◽  
B Selwyn ◽  
J Ross ◽  
I Lazar
Keyword(s):  
Work Experience ◽  
Mechanical Engineering ◽  
Engineering Students ◽  
Impact Analysis ◽  
Legal Term ◽  
Stage 4 ◽  
Engineering Design Problem ◽  
Hands On ◽  
University Of Bristol ◽  
The University

This paper focuses on the development, delivery and preliminary impact analysis of an engineering Work Experience Week (WEW) programme for KS4 students in the School of Civil, Aerospace and Mechanical Engineering (CAME) at the University of Bristol, UK. Key stage 4, is the legal term for the two years of school education which incorporate GCSEs in England, age 15–16. The programme aims to promote the engineering profession among secondary school pupils. During the WEW, participants worked as engineering researchers: working in teams, they had to tackle a challenging engineering design problem. The experience included hands-on activities and the use of state-of-the-art rapid prototyping and advanced testing equipment. The students were supervised by a group of team leaders, a diverse group of undergraduate and postgraduate engineering students, technical staff, and academics at the School of CAME. The vision of the WEW programme is to transmit the message that everybody can be an engineer, that there are plenty of different routes into engineering that can be taken depending on pupils’ strengths and interests and that there are a vast amount of different engineering careers and challenges to be tackled by the engineers of the future. Feedback from the participants in the scheme has been overwhelmingly positive.

Technical Writing Required of Graduate Engineering Students

1982 ◽  
Vol 12 (1) ◽  
pp. 1-6 ◽  
Author(s):  
Gregory K. West ◽  
Patricia Byrd
Keyword(s):  
Graduate Students ◽  
Analysis Of Variance ◽  
Engineering Students ◽  
Technical Writing ◽  
Rank Order ◽  
Faculty Members ◽  
University Of Florida ◽  
Friedman Analysis ◽  
The University ◽  
Academic Year

Technical writing required of employees in business and industry has been investigated, but the writing demands on graduate students have not been systematically surveyed. To find out what kinds of writing are required of graduate engineering students, twenty-five engineering faculty members from the Engineering College at the University of Florida listed the kinds of writing assigned to graduate classes during the academic year 1979–80. Since the faculty members were asked to rank-order the writing kinds from most frequent to least frequent, the Friedman analysis of variance and the Wilcoxon Signed Ranks test were used to test for differences in the rank ordering. The tests showed that faculty assigned examinations, quantitative problems, and reports most frequently, that they assigned homework and papers (term and publication) less frequently, and that they assigned progress reports and proposals least frequently.

scholarly journals Understanding The Text Content: Applying Asking – Question Technique in English Text for Mechanical Engineering Students

2020 ◽  
Vol 3 (1) ◽  
pp. 45-55
Author(s):  
Norita Prasetya Wardhani ◽  
Muhammad Mujtaba Mitra Zuana
Keyword(s):  
Mechanical Engineering ◽  
Engineering Students ◽  
English Text ◽  
Basic Question ◽  
Question Mark ◽  
Field Note ◽  
Reading Text ◽  
Field Notes ◽  
Text Content ◽  
The University

Purpose - The study aims to observe the students ' skills in reading text with the instrument asking and writing the summary results read the text. Design/methodology/approach - To explain the process and the result of students’ writing wrote everything they saw in the class in field notes. Natural design and the phenomenon (descriptive qualitative) were also noted in the field note helping to analyze the data easily. The participants of this study were from mechanical engineering students, 53 students. Findings - The result showed many students could answer the question given and write a summary of the text having been read. Originality/value - Although this research is conducted at the university, the teachers, tutors, and parents to familiarize students or children with questions from the beginning six questions using WH-question mark. This is to train you to ask critically later when you become older. Because actually, the basic question with the WH-question mark is, directing students to take philosophical views. Paper type – Research paper

scholarly journals Understanding Barriers to Student Success: What Students Have to Say

2017 ◽  
Author(s):  
Elizabeth Kuley ◽  
Sean Maw ◽  
Terry Fonstad
Keyword(s):  
Student Success ◽  
Student Perceptions ◽  
Undergraduate Students ◽  
Engineering Students ◽  
First Year ◽  
Self Directed Learning ◽  
Directed Learning ◽  
College Of Engineering ◽  
The University

This paper focuses on feedback received from a set of qualitative questions that were administered to undergraduate students in the College of Engineering at the University of Saskatchewan, as part of a larger mixed methods study. The larger study aims to identify what characteristics, if any, can predict or are related to student success; The “start-stop-continue” method was utilized to assess student perceptions about  their success in the college as a whole. The students were asked: Are there any specific things that you can think of that act/acted as barriers to your success in engineering (stop)? What could the college do/change to make first year more successful for engineering students (start)? Is there anything in your engineering degree so far that you feel is done well and helps students succeed (continue)? Students identified the quality of instruction early in their program as well as adjustment to college workloads and self-directed learning as the most significant barriers tostudent success.

scholarly journals UNDERGRADUATE WRITING ASSIGNMENTS IN ENGINEERING: TRACKING ATTRIBUTE 7 IN TWO ACCREDITATION CYCLES

2019 ◽  
Author(s):  
Kathryn Marcynuk ◽  
Anne Parker
Keyword(s):  
Political Science ◽  
Mechanical Engineering ◽  
Engineering Students ◽  
National Study ◽  
Writing Assignments ◽  
The Social ◽  
Course Syllabi ◽  
University Of Manitoba ◽  
The University ◽  
Written Assignments

This paper reports on two iterations of our study of course syllabi in the Faculty of Engineering, University of Manitoba. The first iteration was part of a national study investigating the writing demands placed on students in a variety of disciplines, including those in the Social Sciences and the Humanities as well as Engineering. This first iteration followed an accreditation visit and the Faculty’s introduction of the C.E.A.B. graduate attributes and outcome-based assessment. Although one would expect Engineering to have far fewer written assignments than these other disciplines, such was not always the case. For example, the national study captured results for Political Science that closely matched those for Mechanical Engineering; Political Science students typically wrote, on average, 2.3 written assignments in year 2 of their program, 2.4 written assignments in year 3, and 4.2 written assignments in year 4, while Mechanical Engineering students wrote 4, 3 and 4.2 written assignments in those same years. Such a finding suggested that more writing was happening in the Faculty of Engineering than we might realize – and quiteapart from that done in the mandatory communication class. So, our second iteration of the study followed another accreditation cycle, but this time we focused solely on the Faculty of Engineering at the University of Manitoba. In this second iteration, our goal was to refresh the data so that we could clarify how Attribute 7, “communication skills,” is being met in the Faculty of Engineering at the University of Manitoba.  

scholarly journals Creativity in Design Engineers: Attitudes, Opinions and Potentially Influential Factors – Part II

2018 ◽  
Author(s):  
Omid Mirzaei ◽  
Paul Neufeld ◽  
Jade Knoblauch ◽  
Jessica Gerbrandt ◽  
Mark Runco ◽  
...  
Keyword(s):  
Factor Analysis ◽  
Engineering Students ◽  
Past Research ◽  
Influential Factors ◽  
The Other ◽  
Measurement Tool ◽  
Attitudes And Beliefs ◽  
Design Engineers ◽  
College Of Engineering ◽  
The University

.Abstract – In the latter half of 2015, a survey looking at attitudes and beliefs about creativity was distributed on the campus of the University of Saskatchewan. Over 2000 responses were gathered, including more than 200 in the College of Engineering. Initial quantitative results from this study were reported in 2016 in Neufeld et al [2].  In terms of the methods used in the study, as discussed in Neufeld et al [2], an online pilot survey was distributed to students and faculty from a variety of the Colleges at the University. Survey questions probed respondents’ affinity for creativity, their personality characteristics, their opinions on state, trait and skill-based viewpoints on creativity, and demographic details.  The first part of the survey was a validated Creative Attitudes and Values measurement tool (part of the Runco Creativity Assessment Battery (rCAB)© 2012), as discussed in Acar and Runco [1]. This tool consists of 25, 5-point Likert scale items. Of these 25 items, 15 and 10 were indicative and contraindicative items, respectively. Contraindicative items were reverse coded so that they could be used along with the indicative ones. Both past research and our results showed good inter-item reliability scores for this measurement tool.  In Neufeld et al [2] we presented results covering all of the closed-form, quantitative questions along with some correlational calculations with the rCAB scores. The focus of the current paper is on the qualitative results, as well as on a factor analysis of the rCAB questions.  The factor analysis was quite successful. We used SPSS and forced a correlation of items, reducing to three factors. We have just over 29% of variance accounted for, with 10% non-redundant residuals. We have strong anti-correlation between one factor and the other two, and no correlation between the other two. These results will be compared to those of the rCAB authors [3].  As for the qualitative data, we asked several open-ended questions to probe how respondents defined creativity, whether they regarded it as a positive behavior, as well as how they felt about creativity in terms of it being a skill, trait and/or state. For example, pairs of questions asked when creativity is difficult and easy, when it should and should not be used, and when it grows and diminishes. For each of the 9 questions that had open-ended answers, concepts were extracted from individual responses. Concepts were then grouped into themes. Themes and concepts were compared across questions and were aligned. Responses were then coded for concepts and themes. At this point, the text data could be quantitatively examined. This paper presents those results, and discusses the implications of the concepts, themes, and their statistics for how we talk about creativity, and how we can teach it. Comparisons will be made between the results from engineering students and staff versus non-engineers.  This paper completes the first level of evaluation of the results of this initial survey focused on attitudes and beliefs about creativity. Future work will focus on examining correlations between the results of different questions, including the rCAB scores.  

scholarly journals Filling the Gap

2015 ◽  
pp. 67-85
Author(s):  
Sigrid Anderson Cordell ◽  
Alexa L. Pearce ◽  
Melissa Gomis ◽  
Justin Joque
Keyword(s):  
Graduate Students ◽  
Digital Humanities ◽  
Job Skills ◽  
Academic Departments ◽  
Digital Tools ◽  
University Of Michigan ◽  
Job Market ◽  
Digital Scholarship ◽  
Academic Job Market ◽  
The University

Graduate students in the humanities increasingly view training in the use of digital tools and methodologies as critical to their success. Graduate students' interest in becoming familiar with digital tools often accompanies their awareness of a competitive academic job market, coupled with a recognition that teaching and research positions increasingly call for experience and skills in the Digital Humanities (DH). Likewise, recent debates over DH's role in the future of humanities scholarship have heightened the sense that DH skills can translate to crucial job skills. While many graduate students receive encouragement from faculty to pursue digital scholarship, individual academic departments often have limited resources to prioritize the development of these skills at the expense of existing curricular components. This chapter looks at initiatives at the University of Michigan Library that demonstrate the ways in which subject librarians, in collaboration with data and technology specialist librarians, can fill this gap by creating opportunities for graduate students to develop DH skills.

scholarly journals Race, culture, and history: Charles Wagley and the anthropology of the African Diaspora in the Americas

2014 ◽  
Vol 9 (3) ◽  
pp. 695-705 ◽  
Author(s):  
Fred Hay
Keyword(s):  
Latin America ◽  
Graduate Students ◽  
Race Relations ◽  
African Diaspora ◽  
Local Community ◽  
University Of Florida ◽  
New Graduate ◽  
Social Race ◽  
Cultural Sphere ◽  
The University

When I came to the University of Florida in 1981, I was informed that Charles Wagley was not accepting new graduate students. After my first class with Wagley, he agreed to be my advisor and mentor and I became the last student he accepted. Though better known for his sensitive and pioneering ethnography of indigenous and peasant populations and his influential anthropological/historical overviews of Brazil and Latin America, Wagley and his students' contributions to the study of Afro-American cultures and race relations in the Americas are considerable. Among the important concepts that Wagley articulated were 'social race', 'Plantation America', and the 'amorphous and weakly organized local community without clear boundaries in space or membership'. Wagley guided my dissertation research in Haiti. In it I developed his concept by proposing 'cultural amorphousness' as a 'total cultural style' (following Kroeber) of African Diaspora cultures in the Plantation American cultural sphere: a primary organizing principle that has proved to be an effective adaptation to plantation and its successor societies.

Lessons in Teaching an Interdisciplinary Mechatronics Class

2005 ◽  
Author(s):  
Michael Turner
Keyword(s):  
Autonomous System ◽  
Mechanical Engineering ◽  
Engineering Students ◽  
Electrical Engineering ◽  
Electromechanical Systems ◽  
Covering Material ◽  
The University ◽  
University Of Dayton

It is common for engineers but rare for engineering students to be asked to work on projects with people whose expertise is in other fields. In an effort to address this shortcoming at the University of Dayton, an interdisciplinary mechatronics class was developed. This lab based course with equal numbers of electrical engineering and mechanical engineering seniors focused on designing, building and controlling electromechanical systems. This paper covers the development of the course and the challenges posed in teaching such a course. The course is centered on the concept of building an autonomous system by integrating a well designed mechanism with a well designed electrical controller. Particular emphasis is placed on the challenge of covering material which is basic and familiar to one set of students while being novel and challenging to another set of students. Additional discussion is included on encouraging cross-disciplinary communication, preventing asymmetrical workloads and stimulating innovation.

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