CCLI Phase II: Collaborative Research - Teaching the Global, Economic, Environmental, and Societal Foundations of Engineering Design through Product Archaeology

CCLI 第二阶段：合作研究 - 通过产品考古学教授工程设计的全球、经济、环境和社会基础

• 批准号: 0919724
• 负责人: Timothy Simpson
• 金额: $ 16.67万
• 依托单位: Pennsylvania State Univ University Park
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2009
• 资助国家: 美国
• 起止时间: 2009-09-15 至 2012-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0919724&HistoricalAwards=false
• 关键词: CCLI; Phase; II; Collaborative; Research

The project, a collaborative effort involving SUNY at Buffalo, Pennsylvania State University, and Northwestern University, is combining concepts from archaeology with advances in cyber-enhanced product dissection to implement new educational innovations that will directly address the challenging global, economic, environmental, and societal aspects in an engineering curriculum. The approach builds upon the team's previous demonstration and assessment efforts in cyber-enabled product dissection-based pedagogy by developing and disseminating scalable learning materials, strategies, and educational innovations that develop students' understanding of the broader context of engineering. Specifically, they are (1) creating integrative in-class activities and learning materials based on a cyber-enabled product for engineering design-related courses that span freshmen through senior levels; (2) developing rubrics and assessment tools in core areas to ensure sustainable deployment with national impact; and (3) conducting hands-on workshops to foster dissemination of new teaching strategies based on product archaeology through faculty development and outreach. Evaluation efforts are examining the impact on student learning through assessments embedded in the actual learning material and exercises, the extent to which their materials are adopted by others, and the factors that facilitate or impede adoption by others. Broader impacts include aggressive dissemination through faculty workshops and focused K-12 outreach efforts targeting female high school students and technology and science teachers.

该项目是涉及布法罗，宾夕法尼亚州立大学和西北大学的SUNY的合作努力，它将考古学的概念与网络增强产品解剖的进步相结合，以实施新的教育创新，这些创新将直接解决具有挑战性的全球，经济，环境，环境，环境，环境和社会社会方面的工程级别级别。该方法是基于团队以前在基于网络的脱离教学教学法中的演示和评估工作，通过开发和传播可扩展的学习材料，策略和教育创新，从而发展学生对更广泛的工程背景的理解。具体而言，他们是（1）基于支持工程设计相关的网络的产品，创建综合性的课堂活动和学习材料，这些课程跨越了新生的高级水平； （2）在核心领域开发标题和评估工具，以确保具有国家影响的可持续部署； （3）通过教师的发展和宣传来开展动手讲习班，以基于产品考古学来促进新的教学策略。评估工作正在通过嵌入实际学习材料和练习中的评估，他人采用的材料的程度以及促进或阻碍他人采用的因素来检查对学生学习的影响。更广泛的影响包括通过教师研讨会进行积极的传播以及针对女性高中学生以及技术和科学教师的重点K-12外展工作。