Collection

2015 ASEE Zone 3 Conference

Authors

Bijaya Shrestha

1 2015 ASEE Zone III Conference (Gulf Southwest – Midwest – North Midwest Sections)dollars, of course. Within the system of online education, a classroom does not need to have aphysical structure nor a chiming bell to tell if the class has begun or ended. Time and space areno longer the binding factors, at least, not in the sense of our old school ways. Any time, anyplace, a class can be joined, an exam taken, and a grade earned, within the framework ofestablished schedule, of course. What a concept! Even more interestingly, what a great part ofreality! This wave of online education along with everything else that goes on in the online worldis spreading all over. Even on the other side of

Collection

2015 ASEE Zone 3 Conference

Authors

Puteri Megat Hamari

2015 ASEE Zone III Conference (Gulf Southwest – Midwest – North Midwest Sections) Incorporating Synopsys CAD Tools In Teaching VLSI Design Puteri Megat Hamari Minnesota State University MankatoAbstractVLSI Design is a course for graduate and undergraduate students at the Minnesota StateUniversity, Mankato to introduce students to the theory, concepts and practice of VLSI design.For Spring 2015, the course syllabus was changed with the integration of industrial grade VLSICAD using Synopsys. Previously, simulations were limited and performed with open sourcesoftware. With Synopsys, students used

Collection

2015 ASEE Zone 3 Conference

Authors

Norman D. Dennis; Edgar C. Clausen

research obligations • Part-time positions with the same titles, who teach one or more courses on an as-needed basisSome schools advocate multi-year contracts for full-time non-tenure track faculty, and someschools have criteria in place to allow these faculty to advance through the ranks (from assistantprofessor to associate professor to professor) with satisfactory service. Full-time teachingfaculty may teach as many as eight classes per year, many more than their tenure trackcolleagues.It is clear that full-time teaching faculty (hereafter called clinical faculty) need to be qualityteachers because they will be major contributors to the teaching mission of a university, now andin the future. But, as Ambrose and Norman4 note, “when