IGE: Developing Reflective Engineers

IGE：培养反思型工程师

基本信息

批准号：
1806889
负责人：
Danny Reible
金额：
$ 49.79万
依托单位：
Texas Tech University
依托单位国家：
美国
项目类别：
Standard Grant
财政年份：
2018
资助国家：
美国
起止时间：
2018-09-01 至 2022-08-31
项目状态：
已结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=1806889&HistoricalAwards=false
关键词：
IGE Developing Reflective Engineers

项目摘要

While engineering provides basic infrastructure and is a major source of technological innovations, its work is embedded in complex social, cultural, and environmental contexts. Graduate education in engineering typically produces engineers who are highly competent technicians, but who may lack the ability to understand and successfully navigate those contexts. Important skills that may help engineers bring contextual perspectives into their problem solving include the ability to integrate across disciplines, to devise solutions to poorly-defined challenges, and to recognize and address broader societal and global issues. This National Science Foundation Innovations in Graduate Education (IGE) award to Texas Tech University will test an approach designed to change the way graduate students in engineering conceptualize and reason about their work to better prepare them for real-world complexity. The project will use innovative methods, informed by arts and humanities education and grounded in the learning sciences, to help students become more reflective thinkers who have greater awareness of the complex, broader contexts of their work. The project will employ arts- and humanities-informed learning activities within the engineering curriculum to help students better understand the social and community aspects of engineering by becoming more reflective thinkers. The curriculum will include activities such as visual thinking strategies to develop observational skills, computer-simulated ethical/moral dilemmas to prepare for real world complexity, and team projects to practice reflective engineering. The purpose of these techniques is to enhance reflective reasoning and connect that reasoning to engineering. This project will assess how the curriculum changes the student's ability to think reflectively, how the curriculum changes the way the student thinks about the role of engineers within a societal context, and what factors limit or enhance the ability of the student to benefit from the curriculum. A mixed-methods approach will be used to assess the effectiveness of the intervention including surveys, formative peer assessment, interviews, narrative inquiry, and textual analysis. The teaching and learning techniques that are the most effective in building reflective reasoning will be identified and refined and the results will be used to strengthen and broaden the impact of the curriculum. Publications and workshops conducted for other faculty and teaching-assistants will be used to disseminate the key findings from the project and aid translation of the research to other settings and institutions. The ultimate goal of the research project is to create an impactful, evidence-based curriculum that educates future engineers who are committed to serving the public not only with technical engineering skills but with a mindfulness of the complex social, cultural, and environmental contexts impacting their work.The Innovations in Graduate Education (IGE) program is focused on research in graduate education. The goals of IGE are to pilot, test and validate innovative approaches to graduate education and to generate the knowledge required to move these approaches into the broader community.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

尽管工程提供了基本的基础设施，并且是技术创新的主要来源，但其工作嵌入了复杂的社会，文化和环境环境中。工程学研究生教育通常会培养具有高能力的技术人员的工程师，但他们可能缺乏理解和成功浏览这些环境的能力。可能有助于工程师将上下文观点带入他们的问题解决的重要技能，包括跨学科整合的能力，为解决方案不良的挑战设计解决方案，并认识和解决更广泛的社会和全球问题。这项国家科学基金会研究生教育奖（IGE）颁发了德克萨斯理工大学的创新将测试一种方法，旨在改变工程研究生的概念化和理由的研究方式，以更好地为他们做好准备，以使他们为现实世界中的复杂性做好准备。该项目将使用由艺术和人文学科教育所告知的创新方法，并以学习科学为基础，以帮助学生成为更具反思性的思想家，他们对自己的工作的复杂，更广泛的背景更加认识。该项目将在工程课程中采用艺术和人文知识的学习活动，以帮助学生通过变得更具反思性的思想家来更好地了解工程学的社会和社区方面。该课程将包括诸如开发观察能力的视觉思维策略，计算机模拟的道德/道德困境，以准备现实世界的复杂性，以及团队项目以实践反思工程。这些技术的目的是增强反思性推理并将推理与工程联系联系起来。该项目将评估课程如何改变学生反思性思考的能力，课程如何改变学生对工程师在社会背景下的作用的思考方式，以及哪些因素限制或增强学生从课程中受益的能力。混合方法方法将用于评估干预措施的有效性，包括调查，形成性同伴评估，访谈，叙事询问和文本分析。将确定和完善最有效地构建反思推理的教学技术，结果将用于增强和扩大课程的影响。为其他教师和教学协助者进行的出版物和讲习班将用于传播项目中的关键发现，并将研究转化为其他环境和机构。研究项目的最终目标是创建一个有影响力的，基于证据的课程，以教育未来的工程师，他们致力于为公众提供技术工程技能，而且对复杂的社会，文化和环境环境的正念影响，从而影响他们工作。研究生教育（IGE）计划的创新侧重于研究生教育的研究。 IGE的目标是试点，测试和验证创新的研究生教育方法，并产生将这些方法转移到更广泛的社区所需的知识。该奖项反映了NSF的法定使命，并被认为是值得通过基金会的知识来评估的。优点和更广泛的影响审查标准。

项目成果

期刊论文数量（7）

专著数量（0）

科研奖励数量（0）

会议论文数量（0）

专利数量（0）

Exploring Ways to Develop Reflective Engineers: Toward Phronesis-Centered Engineering Education

探索培养反思型工程师的方法：迈向以实践为中心的工程教育

DOI：
10.18260/1-2--32819
发表时间：
2019
期刊：
Proceedings of the American Society for Engineering Education (ASEE
影响因子：
0
作者：
Kim, Jeong-Hee;Campbell, Ryan;Nguyen, Ngan;Taraban, Roman;Reible, Danny;Na, Chongzheng
通讯作者：
Na, Chongzheng

Developing reflective engineers through an arts-incorporated graduate course: A curriculum inquiry

通过艺术研究生课程培养反思型工程师：课程探究

DOI：
10.1016/j.tsc.2021.100909
发表时间：
2021
期刊：
Thinking Skills and Creativity
影响因子：
3.7
作者：
Kim, Jeong-Hee;Nguyen, Ngan;Campbell, Ryan C.;Yoo, Sangmi;Taraban, Roman;Reible, Danny
通讯作者：
Reible, Danny

Fostering Reflective Engineers : Outcomes of an Arts- and Humanities-Infused Graduate Course

培养反思型工程师:艺术与人文研究生课程的成果

DOI：
10.1109/weef-gedc.2018.8629714
发表时间：
2018
期刊：
Proceedings of the 2018 World Engineering Education Forum - Global Engineering Deans Council (WEEF-GEDC
影响因子：
0
作者：
Campbell, Ryan C.;Reible, Danny D.;Taraban, Roman;Kim, Jeong-Hee
通讯作者：
Kim, Jeong-Hee

Visual Thinking Strategies (VTS) for Promoting Reflection in Engineering Education: Graduate Student Perceptions

促进工程教育反思的视觉思维策略（VTS）：研究生的看法