Facilitating Remote Electrical and Computer Engineering Teaching: Seizing the Moment with Project RECET

促进远程电气与计算机工程教学：利用 RECET 项目抓住时机

• 批准号: 2133653
• 负责人: Mihail Devetsikiotis
• 金额: $ 9.99万
• 依托单位: Electrical and Computer Engineering Department Heads Association
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2021
• 资助国家: 美国
• 起止时间: 2021-09-01 至 2023-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2133653&HistoricalAwards=false
• 关键词: Facilitating; Remote; Electrical; Computer; Engineering

The overall goal of Project RECET (Remote Electrical and Computer Engineering Teaching) is to help provide quality ECE education when fully online, and explore issues associated with blended online and in-person instruction for the future. Prior to the COVID-19 pandemic, online and online compatible techniques for teaching Electrical and Computer Engineering (ECE) were not widely deployed across US ECE Departments. As ECE educators and students became more experienced with remote education during 2020 and 2021, they learned that the choice between face-to-face and online instruction is not an either-or proposition. Most instructors and institutions have come to realize that what COVID required them to do should become at least part of the new normal to realize the best possible learning environment for their students. They have also learned the value of actively sharing course content with other institutions and industry. Project RECET will help disseminate materials, strategies, and best practices that will have a significant impact on the ECE Community across all levels of education and be an engine for both short- and long-term change in the ECE education enterprise. Online infrastructure, workshops, tutorials, and other support activities will be managed by the ECE Department Heads Association (ECEDHA), a neutral non-profit organization whose members include most US ECE departments. ECEDHA also maintains close working relationships with industry leaders. The scope of the initial RECET roll out will be limited to introductory analog and digital circuits courses, but a key goal of the project is to prepare to scale up to a comprehensive activity that supports the complete breadth of the ECE curriculum and can be adopted by other engineering disciplines.The team hypothesizes that there is a large and growing cohort of ECE instructors and practicing engineers who see the value of freely sharing online relevant course content they have developed with all ECE programs. The team also hypothesizes that a significant number of institutions will adopt fully online ECE instruction--including labs--if contributed course content is well organized, supported by an independent neutral organization that is not solely affiliated with any one university or company, content is tagged through a joint academy-industry process, content is minimally branded, and adequate training and support infrastructure is provided. This collective approach can begin a fundamental cultural shift in which ECE programs more fully utilize the evidence-based research from the engineering education community and industry is more directly engaged in ECE student learning. The results from this study will help prepare ECE departments nationally to deploy remote learning experiences that will improve student understanding and better prepare them for success in industry. There are two principal outcomes expected of a successful effort. One is the product (an online content collection), and the other is the process by which the product will have been created, maintained, socialized, and owned. If the effort is successful, the content collection will be compatible with, and invite participation by, all ECE departments across the diverse US ECE ecosystem and will identify a roadmap for translating the same successes to other engineering disciplines. The process will also nurture a trans-institutional culture in which US ECE faculty members work as members of a national community beyond their local department. The impact of engineering education research on ECE education will also be increased. A final potential broader impact is that a successful project will identify a roadmap for translating the same successes to other engineering disciplines, beyond ECE.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.

RECET 项目（远程电气和计算机工程教学）的总体目标是帮助提供完全在线的优质 ECE 教育，并探索未来与在线和现场混合教学相关的问题。在 COVID-19 大流行之前，用于电气和计算机工程 (ECE) 教学的在线和在线兼容技术并未在美国 ECE 部门广泛部署。随着 2020 年和 2021 年 ECE 教育工作者和学生对远程教育的经验越来越丰富，他们了解到，面对面教学和在线教学之间的选择不是一个非此即彼的命题。大多数教师和机构已经意识到，新冠疫情要求他们做的事情至少应该成为新常态的一部分，以便为学生实现最佳的学习环境。他们还了解了与其他机构和行业积极分享课程内容的价值。 RECET 项目将帮助传播材料、策略和最佳实践，这些材料、策略和最佳实践将对各级教育的 ECE 社区产生重大影响，并成为 ECE 教育事业短期和长期变革的引擎。在线基础设施、研讨会、教程和其他支持活动将由 ECE 系主任协会 (ECEDHA) 管理，这是一个中立的非营利组织，其成员包括大多数美国 ECE 系。 ECEDHA 还与行业领导者保持密切的工作关系。最初 RECET 推出的范围将仅限于介绍性模拟和数字电路课程，但该项目的一个关键目标是准备扩大到支持 ECE 课程完整范围的综合活动，并可由该团队假设，有越来越多的 ECE 讲师和执业工程师看到了免费在线分享他们为所有 ECE 项目开发的相关课程内容的价值。该团队还假设，大量机构将采用完全在线的 ECE 教学（包括实验室），如果贡献的课程内容组织良好，并得到不单独隶属于任何一所大学或公司的独立中立组织的支持，内容通过学院-行业联合流程进行标记，内容的品牌化程度最低，并提供充足的培训和支持基础设施。这种集体方法可以开始根本性的文化转变，使 ECE 项目更充分地利用工程教育界的循证研究，并且行业更直接地参与 ECE 学生的学习。这项研究的结果将有助于全国儿童教育部门部署远程学习体验，从而提高学生的理解，并为他们在行业中取得成功做好更好的准备。成功的努力预期有两个主要成果。一个是产品（在线内容集合），另一个是产品的创建、维护、社交和拥有的过程。如果努力成功，内容收集将与美国不同 ECE 生态系统中的所有 ECE 部门兼容并邀请其参与，并将确定将相同成功转化为其他工程学科的路线图。这一过程还将培育一种跨机构的文化，在这种文化中，美国欧洲经委会的教员作为当地院系以外的国家社区的成员进行工作。工程教育研究对幼儿教育的影响也将加大。最后一个潜在的更广泛的影响是，一个成功的项目将确定一个路线图，将相同的成功转化为 ECE 之外的其他工程学科。该奖项反映了 NSF 的法定使命，并通过使用基金会的智力优点和更广泛的影响进行评估，被认为值得支持审查标准。