Slide 1Slide 2Slide 3Slide 4Slide 5Slide 6Slide 7Slide 8Slide 9Slide 10Slide 11Slide 12Slide 13Slide 14Calvin College Engineering DepartmentEngineering 311 - Electronic Devices and CircuitsFall 2004Professor: Paulo F. Ribeiro SB130 x [email protected] http://engr.calvin.edu/PRibeiro_WEBPAGE/Textbooks: Sedra / Smith, Microelectronic Circuits, Fourth Edition Lectures: Tuesdays SB 120Lab A: Tuesday or Thursdays 6:30-9:20 PM) SB076/39, SB 120IntroductionLearning Process: An Integrated-Participative Approach (No Spoon-Feeding)General Goals: Design of Electronic Systems, Character Instruction: Variety of Methods - Web-Based-Self-Paced ProgressEvaluation: Take-Home Design TestsNo Student versus InstructorResponsibility and Interaction“Theonlypeoplewhoachievemucharethosewhowantknowledgesobadlythattheyseekitwhiletheconditionsarestillunfavorable.Favorableconditionsnevercome.”CS LewisStudents are, then, strongly encouraged (in the context of studying engineering fundamentals and applied disciplines) to:1- Become immersed (mind and heart) and take ownership of the learning process;2- Strive for excellence in learning the fundamentals and applications of engineering design related disciplines; 3- Consider engineering in a broader context, and to appreciate the multi-faceted nature, coherency and unity of creation;4- Understand the real world reality (in terms of businesses, economics and politics) in which projects are developed;5-Make the connection between faith and engineering practice and find ways in which engineering can be used as a redemptive tool;6-Translate into their designs normative, sustainable characteristics and integrity, or in other words, the permanent moral values;7- Realize that Christian engineering, though sometimes apparently indistinguished from the “humanist” technology, needs to lead the way in considering the unity, coherency and diversity of creation;8- Articulate and communicate their understanding through presentations and paper writing for professional and educational conferences;9- Grow and gain maturity in their emotions, sentiments and spirituality;10 -Demonstrate their passion and compassion as they seek to learn and serve God in the engineering arena; All of these need to be achieved in a balanced way - that is, Christian engineers are to cultivate their relationship with God and seek to serve Him in all areas of life.“Itoftenhappensthattwostudentscansolvedifficultiesintheirworkforoneanotherbetterthanthemastercan.Whenyoutooktheproblemtoamaster,asweallremember,hewasverylikelytoexplainwhatyouunderstoodalready,toaddagreatdealofinformationwhichyoudidn’twant,andsaynothingatallaboutthethingthatwaspuzzlingyou.Ihavewatchedthisfrombothsidesofthenet;forwhen,asateachermyself,Ihavetriedtoanswerquestionsbroughtmebystudents,Ihavesometimes,afteraminute,seenthatexpressionsettledownontheirfaceswhichassuredmethattheyweresufferingexactlythesamefrustrationwhichIhadsufferedfrommyownteachers.Thefellow-studentcanhelpmorethanthemasterbecauseheknowsless.Thedifficultywewanthimtoexplainisonehehasrecentlymet.Theexpertmetitsolongagothathehasforgotten.Heseesthewholesubject,bynow,inadifferentlightthathecannotconceivewhatisreallytroublingthestudent;heseesadozenotherdifficultieswhichoughttobetroublinghimbutaren’t.” CS LewisQuote from Derek Brewer about the way Lewis taught at Oxford (through tutoring): “Itconceivedoflearningasawayoflife,exemplifiedbythebachelorfellowswhonormallylivedinthecollege.Theyreadbooksintheirownrooms,wheretheylived,notin“offices”:theyhadnosecretaries.Theirreading,thinkingandwritingwerepartofaunifiedlife,neither“job”nor“recreation,”becausetheywereboth.Theydidnot, strictly speaking, “teach.”
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