COLLABORATIVE RESEARCH: Preparing for the Grand Challenges: When and how do engineering students learn broad thinking?

合作研究：为重大挑战做好准备：工程专业的学生何时以及如何学习广泛的思维？

基本信息

批准号：
1024463
负责人：
Cynthia Atman
金额：
$ 23.34万
依托单位：
University of Washington
依托单位国家：
美国
项目类别：
Standard Grant
财政年份：
2010
资助国家：
美国
起止时间：
2010-09-01 至 2014-02-28
项目状态：
已结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=1024463&HistoricalAwards=false
关键词：
COLLABORATIVE RESEARCH Preparing Grand Challenges

COLLABORATIVE RESEARCH Preparing Grand Challenges

项目摘要

This engineering education research addresses how to best prepare students for the grand, complex challenges of 21st century engineering projects. The hypothesis of the project is that such grand challenges require "broad thinking". This research project attempts to understand when and how broad thinking develops in engineering students in order to create better learning experiences. To gain such insights the PI?s will examine data collected in the Academic Pathways Study, a multi-institution dataset on the paths students take when navigating an engineering degree program. More specifically, the project focuses on three separate questions: 1) What degree of broad thinking do students demonstrate during the course of four years of undergraduate engineering education? 2) What is the relationship between broad thinking and intention to pursue engineering beyond the undergraduate years? 3) How do educational experiences help engineering students develop broad thinking?The broader significance and importance of this project is to learn how to better design college learning experiences for engineers so they are broad thinkers. Since many of the grand challenges and opportunities for engineering in the 21st century are broad in scope, complexity, and impact, engineers with a narrow focus may not be successful at addressing these challenges. The study may also learn if those who think broadly earn engineering degrees at the same rate as more narrow thinkers, and if not why this is.

这项工程教育研究介绍了如何为学生做好21世纪工程项目的宏伟，复杂挑战的准备。该项目的假设是，这种宏伟的挑战需要“广泛的思维”。该研究项目试图了解工程学生何时以及如何发展广泛的思维，以创造更好的学习体验。为了获得此类见解，PI会检查学术途径研究中收集的数据，这是学生在浏览工程学位课程时所采取的多个机构数据集。更具体地说，该项目着重于三个单独的问题：1）在四年的本科工程教育过程中，学生表现出什么程度的广泛思维？ 2）广泛的思维与在本科年代以外的工程学的意图之间有什么关系？ 3）教育经验如何帮助工程学生发展广泛的思维？该项目的更广泛的意义和重要性是学习如何更好地为工程师设计大学学习经验，以使他们成为广泛的思想家。由于在21世纪的许多巨大挑战和机遇的范围，复杂性和影响力都广泛，因此重点狭窄的工程师可能无法成功应对这些挑战。这项研究还可以学习那些认为与更狭窄的思想家相同的速度和较狭窄的人的工程学位的人，如果不是这样。