Research Initiation: Exploring Epistemologies where Engineering Meets Art

研究启动：探索工程与艺术相遇的认识论

• 批准号: 1830730
• 负责人: Suren Jayasuriya
• 金额: $ 19.77万
• 依托单位: Arizona State 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 2021-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1830730&HistoricalAwards=false
• 关键词: Research; Initiation; Exploring; Epistemologies; where

Recently, the combination of engineering and the arts has been championed as an effective educational model for training future engineers. The diverse ideas and skills required from combining engineering and art encourages creative student thinking and opens new, non-traditional pathways into engineering. New domains of engineering such as computer graphics, 3D printing, artificial intelligence, and human-computer interaction require engineers to work with designers, visual artists, and humanities scholars for their science and technologies to have societal impact. Engineers need not just technical skills, but social awareness and communication skills to effectively work across these domain boundaries of art and engineering. Through combining engineering and art curriculum, these needs are addressed in a meaningful way. These programs typically feature an extensive collaboration or design project for students in engineering and the arts to interact and work with one another. However, much research has pointed out the difficulty of these interactions between participants due to the diversity of viewpoint, background, and skills. This project aims to understand theories of knowledge that students utilize in a collaborative engineering and arts environment. This will help develop a better understanding of the nature of interactions at the boundary of art and engineering. Insights that emerge from this work promise to improve the educational experiences of engineers interacting in these programs and foster new, diverse and inclusive ways of working for the engineering workforce. This project is a comparative study of two subsets of students at Arizona State University: (i) a group of engineering and arts students pursuing a year-long design/capstone project from the transdisciplinary School of Arts, Media and Engineering; and (ii) a contrasting group of engineering students pursuing a year-long senior design project in a traditional Electrical, Computer and Energy Engineering School. Through analysis of these student's experiences, researchers answer a series of research questions on the range and depth of epistemological beliefs held by participants in both populations, and any similarities and differences among the participants. In addition, through discourse analysis of language and terms used by participants and of observation notes of working groups, researchers reveal philosophical viewpoints and how these viewpoints affect communication, offering insight into effective collaboration between engineering and the arts. The intellectual merits of this proposal include generation of fundamental knowledge into the epistemological viewpoints and interactions in art and engineering learning environments and conceptual frameworks of personal epistemology in education. The broader impacts of this project include pedagogical material for transdisciplinary engineering and media arts courses, public outreach and participation through the Center for Science and the Imagination, and participation in the Digital Culture Summer Institute to introduce a diverse set of middle and high school students to engineering and the arts projects.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.

最近，工程与艺术的结合被认为是培养未来工程师的有效教育模式。工程与艺术相结合所需的多样化想法和技能鼓励学生的创造性思维，并开辟新的、非传统的工程途径。计算机图形学、3D打印、人工智能和人机交互等新的工程领域需要工程师与设计师、视觉艺术家和人文学者合作，让他们的科学技术产生社会影响。工程师不仅需要技术技能，还需要社会意识和沟通技巧，才能有效地跨越艺术和工程的这些领域边界。通过将工程和艺术课程相结合，这些需求以有意义的方式得到满足。这些项目通常以广泛的合作或设计项目为特色，供工程和艺术专业的学生相互交流和工作。然而，许多研究指出，由于观点、背景和技能的多样性，参与者之间的互动存在困难。该项目旨在了解学生在协作工程和艺术环境中使用的知识理论。这将有助于更好地理解艺术和工程边界相互作用的本质。这项工作产生的见解有望改善参与这些项目的工程师的教育体验，并为工程人员培育新的、多样化的和包容性的工作方式。该项目是对亚利桑那州立大学两部分学生的比较研究：（i）一群工程和艺术学生，在跨学科艺术、媒体和工程学院进行为期一年的设计/顶点项目； (ii) 一组相反的工程系学生在传统的电气、计算机和能源工程学院攻读为期一年的高级设计项目。通过分析这些学生的经历，研究人员回答了一系列研究问题，涉及两个群体的参与者所持有的认识论信念的范围和深度，以及参与者之间的异同。此外，通过对参与者使用的语言和术语以及工作组的观察记录进行话语分析，研究人员揭示了哲学观点以及这些观点如何影响沟通，为工程与艺术之间的有效合作提供了见解。 该提案的智力优点包括生成认识论观点的基础知识以及艺术和工程学习环境中的相互作用以及教育中个人认识论的概念框架。该项目的更广泛影响包括跨学科工程和媒体艺术课程的教学材料、通过科学与想象力中心进行的公众宣传和参与，以及参与数字文化暑期学院，向不同的中学生和高中生介绍该奖项反映了 NSF 的法定使命，并通过使用基金会的智力价值和更广泛的影响审查标准进行评估，被认为值得支持。

项目成果

WIP: Epistemologies and Discourse Analysis for Transdisciplinary Capstone Projects in a Digital Media Program

WIP：数字媒体项目中跨学科顶点项目的认识论和话语分析

• 发表时间: 2019
• 期刊: ASEE annual conference & exposition
• 作者: Cruz, Joshua;Bruhis, Noa;Kellam, Nadia;Jayasuriya, Suren
• 通讯作者: Jayasuriya, Suren

A Review of the State of LGBTQIA+ Student Research in STEM and Engineering Education

STEM 和工程教育中 LGBTQIA 学生研究现状回顾

• 发表时间: 2020
• 期刊: ASEE annual conference
• 作者: Jennings, Madeleine;Roscoe, Rod;Kellam, Nadia;Jayasuriya, Suren
• 通讯作者: Jayasuriya, Suren

Use of AI-Generated Visual Media in Interviews to Understand Power Differentials in Gender, Romantic, and Sexual Minority Students

在访谈中使用人工智能生成的视觉媒体来了解性别、浪漫和性少数学生的权力差异

• 发表时间: 2021
• 期刊: IEEE Frontiers in Education
• 作者: Jennings, Madeleine;Sandoval, Jorge;Sanders, Jeanne;Koro, Mirka;Kellam, Nadia;Jayasuriya, Suren
• 通讯作者: Jayasuriya, Suren

ODO: Design of Multimodal Chatbot for an Experiential Media System

• DOI: 10.3390/mti4040068
• 发表时间: 2020-09
• 期刊: Multimodal Technol. Interact.
• 作者: Ravi Bhushan;Karthik Kulkarni;Vishal Kumar Pandey;Connor Rawls;Brandon Mechtley;S. Jayasuriya;Chris Ziegler

Zen and the Art of STEAM: Student Knowledge and Experiences in Interdisciplinary and Traditional Engineering Capstone Experiences

禅与 STEAM 艺术：学生在跨学科和传统工程方面的知识和经验 顶点体验

• 发表时间: 2021
• 期刊: IEEE Frontiers in Education
• 作者: Dredd, Dominique;Kellam, Nadia;Jayasuriya, Suren
• 通讯作者: Jayasuriya, Suren