Collaborative Research: Using Complex Problem Based Learning in Undergraduate Engineering Classrooms to Prepare Creative Engineers with the Skills to Solve Global Problems

协作研究：在本科工程课堂中使用基于复杂问题的学习来培养具有解决全球问题技能的创意工程师

基本信息

批准号：
2021160
负责人：
Roni Reiter-Palmon
金额：
$ 6万
依托单位：
University of Nebraska at Omaha
依托单位国家：
美国
项目类别：
Standard Grant
财政年份：
2020
资助国家：
美国
起止时间：
2020-10-01 至 2024-09-30
项目状态：
已结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=2021160&HistoricalAwards=false
关键词：
Collaborative Research Using Complex Problem

项目摘要

This project aims to serve the national interest by improving undergraduate engineering education. Specifically, it will create a new teaching approach called Complex Problem Based Learning and use it in undergraduate civil engineering courses. The approach is designed to enhance students' ability to solve transdisciplinary, complex problems. Such problems often have a global scope and can only be solved through the work of collaborative teams that include scientists, engineers, social scientists, humanities experts, and others. The ability to tackle such complex, global problems is important in today’s workplace. As a result, engineering graduates need both disciplinary knowledge and skills such as creativity, design thinking, trans-disciplinary teamwork skills, and the ability to communicate with non-technical stakeholders. The goal of the project is to use the Complex Problem Based Learning approach to provide multiple opportunities for civil engineering students to develop and practice these skills. This goal is well aligned with the National Academy of Engineering’s vision for engineering (The Engineer of 2020), which encourages recognition of the leadership role engineers will have in industry, government, and the non-profit sectors of the future economy. The project will also contribute new knowledge about engineering education by investigating the impact of this Complex Problem Based Learning approach.The Complex Problem Based Learning approach will be implemented in five engineering design courses ranging from freshman to senior year, enabling its impact to be evaluated across a range of student proficiency levels. Through this approach, students will be guided through a facilitated problem-solving process built around consensus, problem driven research, and stakeholder-driven problems. Multiple sources of data will be collected to evaluate the success of the Complex Problem Based Learning approach. Data from student self-assessments will be collected via survey tools. The CATME platform hosted by Purdue will be used to collect student self-assessments of teams and participatory decision-making. A factorial experimental design methodology will be used to investigate impacts of Complex Problem Based Learning on civil engineering education and outcomes. The assessments of creativity will focus on both the person and the product, and evaluate whether there is a strong correlation between the two. The Kaufman Domains of Creativity Scale instrument will be used for self-assessment of personal creativity and the Consensual Assessment Technique will be used for assessment of the product’s creativity. The broader impact of this award includes the development of the Complex Problem Based Learning approach, which might be used for education of students at any age and in any STEM discipline. By fostering creative mindsets and creative problem-solving skills, this approach can help develop a creative and reflective STEM workforce that can thrive in the future of increased automation. The NSF IUSE: EHR Program supports research and development projects to improve the effectiveness of STEM education for all students. Through the Engaged Student Learning track, the program supports the creation, exploration, and implementation of promising practices and tools.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.

该项目旨在通过改善本科工程教育来为国家利益服务。具体而言，它将创建一种新的教学方法，称为复杂问题的学习，并将其用于本科土木工程课程。该方法旨在增强学生解决跨学科，复杂问题的能力。这些问题通常具有全球范围，只能通过包括科学家，工程师，社会科学家，人文专家等的协作团队的工作来解决。解决这种复杂，全球问题的能力在当今的工作场所中很重要。结果，工程毕业生需要纪律知识和技能，例如创造力，设计思维，跨学科的团队合作技能，以及与非技术利益相关者进行沟通的能力。该项目的目的是使用基于问题的学习方法为土木工程学生提供多种机会来发展和练习这些技能。该目标与美国国家工程学院的工程学院（2020年的工程师）非常一致，该愿景鼓励人们认识到领导力角色工程师在工业，政府和未来经济的非营利部门中将具有。该项目还将通过调查这种基于问题的学习方法的影响来贡献有关工程教育的新知识。基于问题的学习方法将在五个工程设计课程中实施，从新生到高年级，可以在一系列学生的能力水平上评估其影响。通过这种方法，将通过围绕共识，问题驱动的研究以及利益相关者驱动的问题建立的促进问题解决过程的指导。将收集多种数据来源，以评估基于复杂问题的学习方法的成功。来自学生自我评估的数据将通过调查工具收集。普渡大学托管的CATME平台将用于收集团队的学生自我评估和参与决策。阶乘实验设计方法将用于研究基于复杂问题的学习对土木工程教育和成果的影响。对创造力的评估将集中在人和产品上，并评估两者之间是否存在很强的相关性。 Kaufman创造力量表的领域将用于个人创造力的自我评估，共识评估技术将用于评估产品的创造力。该奖项的更广泛影响包括开发基于复杂问题的学习方法，该方法可用于任何年龄和任何STEM学科的学生教育。通过培养创造性的思维方式和创造性的解决问题的技能，这种方法可以帮助发展创造性和反思性的STEM劳动力，在未来增加自动化的情况下会蓬勃发展。 NSF IUSE：EHR计划支持研发项目，以提高所有学生STEM教育的有效性。通过订婚的学生学习轨道，该计划支持了承诺实践和工具的创建，探索和实施。该奖项反映了NSF的法定任务，并通过使用基金会的知识分子优点和更广泛的影响评估标准来评估诚实的支持。