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Most engineers and scientists would readily agree that the ability to ask and pursue productive questions can lead to a more globally competitive workforce; students with this ability can also enrich the STEM classroom learning environment. Through demonstration, active learning, and small group activities, this special session explores how we can help tomorrow's engineers ask productive questions...
This paper first provides an overview of the pedagogical role of formative assessment in the undergraduate engineering classroom. In the last decade, technology-facilitated implementation of the collection and analysis of student responses has reduced the clerical burden on educators, making the practice more widespread. We discuss some of the reasons why this practice may not have yet reached its...
This paper describes results from a project in an undergraduate engineering physics course that coupled classroom use of interactive computer simulations with the collection of real-time formative assessment using pen-enabled mobile technology. Interactive simulations (free or textbook-based) are widely used across the undergraduate engineering curriculum to help actively engaged students increase...
Students' curiosity often seems nearly nonexistent in a lecture setting; we discuss a variety of possible reasons for this, but it is the instructor who typically poses questions while only a few students, usually the better ones, respond. As we have developed and implemented the use of InkSurvey to collect real-time formative assessment, we have discovered that it can serve in an unanticipated role:...
In this letter, nanoscale p-MOS TFTs with a TiN gate electrode were realized using a novel microwave (MW) dopant-activation technique. We compared both low-temperature MW annealing and rapid thermal annealing. We successfully activated the source/drain region and suppressed the short-channel effects using low-temperature MW annealing. This technique is promising from the viewpoint of realizing high-performance...
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