CAREER: Intentional serendipity, cognitive flexibility, and fluid identites: Cross-disciplinary ways of thinking, acting, and being in engineering

职业：故意的偶然性、认知灵活性和流动性：工程中跨学科的思维、行动和存在方式

• 批准号: 0748005
• 负责人: Robin Adams
• 金额: $ 49.58万
• 依托单位: Purdue University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2008
• 资助国家: 美国
• 起止时间: 2008-09-15 至 2013-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0748005&HistoricalAwards=false
• 关键词: CAREER; Intentional; serendipity; cognitive; flexibility

Engineering as inherently cross-disciplinary - as a profession and as an activity that involves identifying and solving complex problems that require managing trade-offs between human, social, cultural, and technical issues. Reports on the future path of engineering education emphasize the importance of preparing engineers to think and work across perspectives, which has been identified as a crucial research area for enhancing diversity and inclusiveness in engineering. Calls for increased cross-disciplinary research and education seek to address concerns regarding the nation's competitive edge in innovation, and critiques on the ability of educational programs to prepare professionals who can address problems that link human, social, and environmental systems. This has catalyzed substantial investments in cross-disciplinary education at the K-12, undergraduate, and graduate levels as well as early training programs in industry. There is surprisingly little empirical research on the nature and development of cross-disciplinary engineering that may guide the success of these investments. This, research provides important points for departure: (1) empirical research on the influence of intentional serendipity, cognitive flexibility, fluid identities, and disciplinary and cross-disciplinary interactions, and (2) a crucial need for advancing the scholarship of cross-disciplinary teaching practice. This proposal seeks to address these issues by advancing a scholarship of cross-disciplinary teaching and learning and investigating: (1) the nature and development of cross-disciplinary ways of thinking, acting, and being in engineering contexts in relation to disciplinary practice over time, and (2) the ways engineering educators approach cross-disciplinary teaching practice, including the diffusion of teaching practice . This will be realized through an integrated research and education plan that includes: . Longitudinal studies of individuals with varying disciplinary "grounding" engaged in cross-disciplinary practice; . An Interdisciplinary Commons to facilitate a scholarship of cross-disciplinary teaching and learning and enable studies on approaches to cross-disciplinary teaching practice and the transfer of practice; and . Piloting research-to-practice transformations to stimulate next generation studies. This award is co-funded by the Directorate for Engineering and the Directorate for Education and Human Resources.

工程学本质上是跨学科的——作为一种职业和一种活动，涉及识别和解决需要在人类、社会、文化和技术问题之间进行权衡的复杂问题。关于工程教育未来道路的报告强调了培养工程师跨视角思考和工作的重要性，这已被确定为增强工程多样性和包容性的关键研究领域。人们呼吁加强跨学科研究和教育，旨在解决对国家创新竞争优势的担忧，以及对教育项目培养能够解决人类、社会和环境系统相关问题的专业人员能力的批评。这促进了对 K-12、本科生和研究生级别的跨学科教育以及行业早期培训项目的大量投资。令人惊讶的是，关于跨学科工程的性质和发展的实证研究很少，而这些研究可以指导这些投资的成功。这项研究提供了重要的出发点：（1）对故意偶然性、认知灵活性、流动身份以及学科和跨学科互动的影响进行实证研究，以及（2）推进跨学科学术的迫切需要教学实践。本提案旨在通过推进跨学科教学和学习的学术研究和调查来解决这些问题：（1）随着时间的推移，跨学科思维、行动和在工程环境中与学科实践相关的方式的本质和发展，（2）工程教育者进行跨学科教学实践的方式，包括教学实践的传播。这将通过综合研究和教育计划来实现，其中包括： .对从事跨学科实践的具有不同学科“基础”的个人进行纵向研究； 。跨学科共享资源，促进跨学科教学和学习的奖学金，并促进跨学科教学实践和实践转移方法的研究；和 。试点研究到实践的转变，以刺激下一代研究。该奖项由工程理事会和教育与人力资源理事会共同资助。