IUSE/PFE:RED A&I: Adapting and Implementing Interactive Problem-Driven Learning, Professional and Computational Skills Development for Early and Vertically-Integrated Engagement

IUSE/PFE：红色 A

• 批准号: 2022298
• 负责人: Donald Webster
• 金额: $ 100万
• 依托单位: Georgia Tech Research Corporation
• 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: 2020-09-15 至 2025-08-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2022298&HistoricalAwards=false
• 关键词: IUSE; PFE; RED; A&I; Adapting

This project will develop, implement, evaluate, and disseminate an approach to engage students early and on a continuing basis in Civil and Environmental Engineering (CEE) programs. It will build the project team's professional formation of engineers (PFE) approach around multiple strategies based upon student needs - as well as institutional and departmental priorities and goals. This approach will enhance students’ sense of belonging to the CEE profession, department, and major - augmenting student experiences, performance, and retention in CEE departments. The world needs more civil and environmental engineers to address 21st Century societal grand challenges including climate change, the increasing frequency and intensity of disasters, water quality degradation and scarcity, infrastructure renewal, urban congestion, and pandemics. This project will create safe environments for all CEE students, particularly women and underrepresented minorities, and improve their sense of belonging within the academic program and the profession. Moreover, it will graduate more CEE professionals with augmented capabilities to address society’s grand challenges. This project supports the overall goals of the RED program, including enhancing the professional formation of students and transforming the culture of the department.CEE programs across the nation struggle with retention of students, which stems from at least two major issues. First, CEE students do not begin to take courses in their major program until later in the curriculum to allow them to complete general engineering and non-engineering courses, such as math and science preparatory courses. This delayed engagement can lead to students feeling little sense of belonging in the program, having little understanding of the profession, and making little progress in constructing their professional identities - in the first two years of the program. Second, there are opportunities for CEE programs to continue modernizing, with ongoing technological change, to retain students who actively seek computational development. The objective of this RED grant is to develop an effective and scalable model to revolutionize CEE education through early and vertically integrated engagement. This project will create a spine of four mutually informing and highly interactive courses with vertically-integrated problem finding and problem solving. The courses will address society’s grand challenges and develop computational, teaming, and reflection skills. This project will lead to retention and graduation of civil and environmental engineers who are better equipped – technically, professionally, and socio-technically - to address society’s grand challenges. We will simultaneously implement faculty development initiatives to create more reflective and inclusive professors, and a workload model and teaching schedule to incentivize faculty engagement in large and interactive freshmen and sophomore courses. Further, we will create a Whole Person Education (WPE) award, and work with upper administration to develop a WPE metric for the faculty annual evaluation, as well as reappointment, promotion, and tenure processes. To accomplish these goals, this project will partner with Georgia Tech’s Biomedical Engineering RED Team to apply Schmader and Sedikides’ SAFE Model to improve the sense of belonging. This project also connects to Clemson University’s Civil Engineering RED Team to learn from their Arch framework for building technical and professional skills throughout the curriculum.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.

该项目将开发，植入和传播一种方法，以尽早与社区（CEE）计划互动。作为机构优先事项和目标，需要 - 在CEE部门中宣扬学生的经验，表现和保留率。水质退化和稀缺，基础设施的更新，城市充血和大流行者将创造出安全的环境，或者所有CEE学生，尤其是女性和少数群体，并以增强能力协会的EE专业人士的身份提高了他们的归属感。大挑战。允许他们完成非工程课程，例如数学和科学预备课程。 Inghnolocical的变革，以积极寻求计算开发的学生。解决问题。为了创建更多的反思性和包容性的教授，并教会了在大型和互动的新鲜人E课程中激励面具，我们将创建一个整体教育（WPE）奖，并为上级政府开发WPE指标教师的年度评估以及重新任命以及完成这些目标的生物医学工程红色团队，以将Schmader和Sedikides的安全模型应用于Clementon Univil Univilsing Red Team。在整个Therr iculum中，该奖项反映了NSF的遗迹，值得使用Toundation的智力ARIT和更广泛的影响审查标准进行支持。

项目成果

Early Engagement and Vertically-Integrated Learning: Developing Holistic and Entrepreneurially-Minded Engineers

早期参与和垂直整合学习：培养全面和具有创业精神的工程师

• 发表时间: 2022
• 期刊: American Society for Engineering Education
• 作者: Zerbe, E.;Amekudzi-Kennedy, A.;Haas, K.;Grubert, E.;Burns, S.;Russell, A.;Tien, I.;Watkins, K.;Koon, J.;Simon, R.
• 通讯作者: Simon, R.