Collaborate Research: Integrating Sustainability Grand Challenges and Experiential Learning into Engineering Curricula

合作研究：将可持续发展的重大挑战和体验式学习融入工程课程

• 批准号: 1836545
• 负责人: Amy Landis
• 金额: $ 10.87万
• 依托单位: Colorado School of Mines
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2017
• 资助国家: 美国
• 起止时间: 2017-11-05 至 2019-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1836545&HistoricalAwards=false
• 关键词: Collaborate; Research; Integrating; Sustainability; Grand

The goal of this TUES Type 2 project is to incorporate sustainability grand challenges and experiential learning into classrooms and throughout engineering programs, with the aim of attracting and retaining a talented and diverse set of students who are prepared to tackle the engineering challenges of a global economy. The project team is developing and implementing three stand-alone sustainability courses and 14 modules at five partner institutions (Arizona State University, Mesa Community College, University of Pittsburgh, Community College of Allegheny College, and Laney College) and evaluating the effectiveness of the modules and classes on student, faculty, and program performance. Specifically, this project (1) creates and (2) implements ready-to-use content for three new stand-alone sustainability courses and fourteen modules, (3) evaluates the effectiveness of each course and module based on student and faculty feedback and performance, (4) evaluates the different degrees of program-wide curricula change: the stand-alone course method and the module method, and (5) disseminates the courses, modules, and findings to other institutions.The stand-alone courses (Life Cycle Assessment, Green Buildings, and Sustainability Topics) and sustainability modules employ experiential learning, which has been shown in educational research to enhance the quality of student learning, and build on the team's sustainability engineering educational expertise. Flexibility is built into the stand-alone course materials and modules to accommodate the resources of different faculty and facilitate the adoption of these courses across different universities. The team is developing engaging activities for students both within the classroom and in the real world and increasing faculty expertise by mentoring numerous faculty over the four-year project. Moreover, the project includes well-integrated activities to address research questions on the effectiveness of the stand-alone courses' and modules' methods for incorporating sustainability topics. Evaluation includes student-centered evaluation of learning outcomes for each module and course, evaluation of faculty and institutional outcomes for the two different methods of course integration, and evaluation of outcomes from the collaborative project. Results are used to create recommendations on how institutions can best integrate sustainability and systems thinking into engineering curricula and to advance the understanding of faculty and institutional barriers to integrating sustainability and experiential learning into curricula.This project creates resources aimed at different engineering courses across the range of undergraduate levels; the program is reaching hundreds of undergraduates at two research universities and three community colleges. This project has the potential to facilitate integration of sustainability education into existing curricula by developing flexible curricular material and identifying and minimizing barriers to implementation of sustainability education and experiential learning. Faculty development workshops and mentoring activities are employed to facilitate dissemination and adoption of the developed courses and module.

这个星期二2型项目的目标是将可持续性巨大的挑战和体验式学习纳入教室和整个工程计划，以吸引和留住一群有才华和多样化的学生，他们准备应对全球经济的工程挑战。 该项目团队正在五个合作机构（亚利桑那州立大学，梅萨州立大学，匹兹堡大学，匹兹堡大学，阿勒格尼学院和莱尼学院）开发和实施三个独立的可持续性课程和14个模块，并评估模块的有效性以及有关学生，教师和课程表现的课程。 具体而言，该项目（1）创建并（2）为三个新的独立可持续性课程和14个模块实施现成的内容，（3）根据学生和教职员工的反馈和表现评估每个课程和模块的有效性，（4）评估各个程序范围的课程更改的不同程度：独立课程方法和模块方法，以及（5）将课程，模块和调查结果传递给其他机构。独立课程（生命周期）评估，绿色建筑物和可持续性主题）和可持续性模块采用体验式学习，在教育研究中已显示出来，以提高学生学习的质量，并以团队的可持续发展工程教育专业知识为基础。 灵活性是在独立课程材料和模块中内置的，以适应不同教师的资源，并促进在不同大学中采用这些课程。 该团队正在为课堂和现实世界中的学生开发引人入胜的活动，并通过指导四年的项目来指导众多教职员工。此外，该项目包括良好的活动，以解决有关独立课程和模块的有效性的研究问题，以纳入可持续性主题。 评估包括以学生为中心的每个模块学习成果的评估以及课程，对两种不同方法集成方法的教师和机构成果的评估，以及对协作项目的成果的评估。 结果用于创建有关机构如何最好地将可持续性和系统思考整合到工程课程中的建议，并促进对将可持续性和体验学习整合到课程中的教师和机构障碍的理解。该项目创建了针对整个工程课程的资源本科水平；该计划正在两所研究大学和三所社区学院接触数百名本科生。该项目有可能通过开发灵活的课程材料并确定和最大程度地限制实施可持续性教育和体验学习的障碍，从而促进可持续性教育纳入现有课程。 教师发展研讨会和指导活动用于促进开发课程和模块的传播和采用。