Engineering with Engineers : Revolutionizing Engineering Education through Industry Immersion and a Focus on Identity
Engineering with Engineers : Revolutionizing Engineering Education through Industry Immersion and a Focus on Identity
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与工程师一起进行工程：通过行业沉浸和对身份的关注彻底改变工程教育
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发表时间：
2018
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影响因子：
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通讯作者：
Yen
中科院分区：
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作者：
Yen
身份影响人们对自己的看法、他们认为自己可以做什么和成为什么，以及他们认为自己属于哪里和谁。身份已被证明是一个追求，坚持和坚持在一个领域的决定性因素，并在吸引和留住代表性不足的少数民族的一个重要因素。身份发展是一个社会过程，通过文化，通过学生，教师和行业的互动，通过参与工程相关活动，并通过加强共享的相似性来实现。该项目的目标是开发一个机械工程项目，让学生和教师沉浸在与实践工程师一起做工程的文化中，从而培养工程师的身份。这种“与工程师一起工程”的文化是通过四个领域的变化创造的：共同愿景，反思教师，相关课程和教学法以及支持性政策。在每一个领域，各种行动都会创造文化变革，解决变革障碍并确保可持续性。一个共同的主题统一这些变化是一个重要的连接到行业。在这个项目中，程序和学生和教师身份的变化通过访谈，调查和投资组合进行监测。研究结果将导致更清楚地了解促进工程身份的变化，以及这些身份如何影响学生在一个程序中的归属感和他们对专业的坚持。这项研究还将导致更好地了解影响教师身份的因素，以及这些更丰富的身份如何影响他们如何看待自己的角色和学生。
Identity influences who people think they are, what they think they can do and be, and where and with whom they think they belong. Identity has shown to be a determining factor in one pursuing, persisting, and persevering in a field, and an important factor in attracting and retaining underrepresented minorities. Identity development is a social process realized through culture, through the interactions of students, faculty, and industry, through participation in engineeringrelated activities, and through reinforcement of shared similarities. The goal of this project is to develop a mechanical engineering program where students and faculty are immersed in a culture of doing engineering with practicing engineers that in turn fosters an identity of being an engineer. This culture of “Engineering with Engineers” is created through changes in four areas: shared vision, reflective faculty, relevant curriculum and pedagogy, and supportive policies. In each, a variety of actions create the cultural change, address barriers to change, and ensure sustainability. A common theme unifying these changes is a significant connection to industry. During this project, changes to the program and to student and faculty identities are monitored through interviews, surveys, and portfolios. Results of the study will lead to a clearer understanding of the changes that promote engineering identities and how such identities affect students’ sense of belonging in a program and their persistence in the major. The study will also lead to a better understanding of the factors that influence faculty identity, and how these richer identities affect how they view their roles and their students.