Collaborative Research: Finding Personal Meaning and Societal Connections in Engineering Education: A Case Study in Integrated Course Transfer

合作研究：寻找工程教育中的个人意义和社会联系：综合课程转移案例研究

• 批准号: 1037652
• 负责人: Lynne Slivovsky
• 金额: $ 10.51万
• 依托单位: California Polytechnic State University Foundation
• 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 2013-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1037652&HistoricalAwards=false
• 关键词: Collaborative; Research; Finding; Personal; Meaning

This engineering education research project seeks to understand the barriers to inter-institutional diffusion of educational institutions by examining transfer a successful engineering course which contextualizes engineering in a historical and societal context from Olin College of Engineering to California Polytechnic State University at San Luis Obispo. Challenges to transfer will be explored using models from existing educational, organizational, and social change literature. The two goals of this project are to develop a method for characterizing the challenges that engineering educators face in disseminating curricular advances, and measuring whether the advances to student learning seen at one institution transfer to the partner school.The broader significance and importance of this project is to explore why years of repeated demonstrations of successful courses, pedagogies, and educational models have not spread broadly across the education system. The course to be transferred links engineering content to the social and historical contexts which define and frame engineering problems, a model which potentially can help recruiting and retaining women in engineering. Beyond addressing the barriers to transfer, the course content addresses the emerging vision of revising engineering education to better address complex global problems called for by recent national panels.

该工程教育研究项目旨在通过研究转移成功的工程课程来了解教育机构的机构间扩散的障碍，该课程在历史和社会背景下从奥林工程学院再到圣路易斯·奥比斯波（San Luis Obispo）的加利福尼亚理工大学州立大学的工程背景。 转移挑战将使用现有的教育，组织和社会变革文献的模型进行探索。 该项目的两个目标是开发一种表征工程教育者在传播课程进步方面面临的挑战的方法，并衡量在一个机构转移到合作伙伴学校中看到的学生学习的进步是否是该项目的更广泛的意义和重要性是为了探索为什么多年重复展示成功的课程，教育模型，教育模型的多年遍及整个教育系统。 要将其转移的课程将工程内容转移到定义和框架工程问题的社会和历史环境中，该模型有可能帮助招募和保留工程妇女。 除了解决转移的障碍外，该课程内容还解决了修订工程教育的新兴愿景，以更好地解决最近国家小组所要求的复杂全球问题。