Collaborative Research: Assessment of Product Archaeology as a Platform for Contextualizing Engineering Design

合作研究：产品考古学评估作为工程设计情境化平台

• 批准号: 1225726
• 负责人: Wei Chen
• 金额: $ 6.5万
• 依托单位: Northwestern University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2012
• 资助国家: 美国
• 起止时间: 2012-09-01 至 2014-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1225726&HistoricalAwards=false
• 关键词: Collaborative; Research; Assessment; Product; Archaeology

Many engineering programs struggle to meet the accreditation requirement that all engineering students have "the broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context." As a result, engineering students receive meaningful contextual experiences in a piecemeal fashion and graduate with a lack of concrete competencies that bridge knowledge and practice in the global world in which they live and work. By considering products as designed artifacts with a history rooted in their development, the product archaeology framework combines concepts from archaeology with advances in cyber-enhanced product dissection to implement pedagogical innovations that address the significant educational gap. With an archaeological mindset, students approach product dissection with the task of evaluating and understanding a product's (and its designers') global, societal, economic and environmental context and impact. These hands-on, inductive learning activities require students to move beyond rote knowledge to hone their engineering judgment, extend and refine their knowledge, and apply their knowledge in meaningful ways to realistic challenges. This pedagogical framework thus provides students with formal activities to think more broadly about their professional roles as engineers. This project, which is a collaboration among 6 universities, focuses on assessing the learning outcomes of exercises developed within the product archaeology framework. By documenting the implementation characteristics of the exercises at each school (for example, is the course a required or elective course, how many students are enrolled, is it a design or analysis course, etc.) and assessing the learning outcomes both quantitatively and qualitatively, the project is developing strong evidence of what factors enable engineering students to develop an understanding of the broader impacts of their decisions.

许多工程计划都在努力满足认可要求，即所有工程专业的学生都具有“了解工程解决方案在全球，经济，环境和社会背景下的影响的必要教育”。结果，工程专业的学生以零碎的方式获得有意义的上下文经验，并且缺乏具体能力，这些能力在他们生活和工作的全球世界中弥合知识和实践。通过将产品视为具有植物历史为基础开发的设计的产品，产品考古框架将考古学的概念与网络增强产品解剖的进步相结合，以实施解决重大教育差距的教学创新。 通过考古心态，学生将对产品解剖进行评估和理解产品（及其设计师）的全球，社会，经济和环境环境以及影响的任务。这些动手的归纳学习活动要求学生超越死记硬背的知识，以磨练他们的工程判断，扩展和完善知识，并以有意义的方式运用他们的知识来实现​​挑战。因此，这个教学框架为学生提供了正式的活动，以更广泛地思考他们作为工程师的职业角色。 该项目是6所大学之间的合作，重点是评估产品考古框架中发展的练习的学习成果。通过记录每所学校练习的实施特征（例如，是必需的或选修课程，入学多少学生，是设计或分析课程等），并在数量和定性上评估学习成果，该项目正在开发有力的证据，证明有什么因素使什么因素使工程学生能够建立对他们决策的更广泛影响的理解。