Integrating Teaching and Research: The Engineering Education Scholars Program

美国高等教育未来的成功需要更好地整合教学奖学金和研究奖学金。同样，美国经济未来的成功也需要一些最优秀、最聪明的年轻人选择进入工程专业。此外，教学技巧和内容知识都是为工程课堂准备有效教师的必要条件。为了达到这些目的，威斯康星大学麦迪逊分校提议在工程教育中实施一种文化变革方法，这种方法将创造一种改进的、以学生为中心的、基于问题的教学方法，而不是以教师为中心的传统方法，这种方法将同时关注研究和教学，而不是主要研究。这些目标将通过开发一个综合的工程学者计划（ESP）来实现，该计划主要包括一个为期一周的暑期研讨会，面向工程研究生和新的工程教师。考虑到工程课程和教学改革的必要性，以及工程专业学生的高流失率，我们将把注意力集中在全国范围内的工程研究生和新教师身上，尤其是女性和少数族裔，他们对追求学术事业感兴趣。我们将与工程联盟学校合作，在三年内每年招募和确定30名参与者。我们充分意识到，我们的文化变革方法需要一个复杂和迭代的过程，我们的活动将由本地、校内和外部专家组成的协作、持续改进团队指导，他们将负责：1)整合研究和教学的项目内容；2)项目评估和评估，以确保尽可能高的项目质量；3)项目从依赖外部专家过渡到依赖本地专家。与我们的行业合作伙伴一起，我们提出了一个创新的，为期三年的项目，将与工程教育联盟学校合作，发展成为威斯康星大学麦迪逊分校赞助的项目。我们的项目将由以下几个主要部分组成：1)关于教学内容知识的研讨会，加上实践应用和反思方法；2)由参与者以及本地和外部专家组成的协作性跨学科团队；3)在国内机构建立协作性教师团队的网络策略；4)从外部专家到本地专家团队的过渡计划；5)评估、适应和传播。＊＊＊

ABSTRACT Corradini 9633800 The future success of U.S. higher education requires better integration of both teaching scholarship and research scholarship. Likewise, the future success of the U.S. economy requires that some of our best and brightest young people choose to enter the engineering profession. In addition, both pedagogical techniques and content knowledge are necessary to prepare effective teachers for engineering classrooms. To these ends, the University of Wisconsin-Madison proposes to implement a cultural change approach to engineering education that will create an improved, student-centered, problem-based, teach approach to teaching and learning instead of a faculty-centered, traditional approach and that will focus on both research and teaching instead of primarily research. These goals will be achieved by developing an integrated Engineering Scholars Program (ESP) which will consist primarily of a one-week summer workshop for graduate engineering students and new engineering faculty. Given the need for curricular and pedagogical reform in engineering and given the high attrition rates of students in engineering, we will focus our attention nationally on engineering graduate students and new faculty, especially women and minorities, interested in pursuing an academic career. We will collaborate with the engineering coalition schools to recruit and identify thirty participants each year for three years. Fully aware that our cultural change approach entails a complex and iterative process, our activities will be guided by collaborative, continuous improvement teams of local, on-campus and outside experts who will be responsible for 1) program content that integrates research and teaching, 2) program evaluation and assessment to insure the highest possible program quality and 3) program transition from a dependency on outside experts to a reliance on local experts. Together with our partners in industry, we propose an innovative, three-year program that will evolve i nto a UW-Madison sponsored program in collaboration with engineering education coalition schools. Our program will have these major components: 1) workshops for content knowledge about teaching and learning plus hands-on application and a reflective approach, 2) collaborative, cross-disciplinary teams of participants as well as local and outside experts, 3) networking strategies to build collaborative faculty teams at home institutions, 4) a transition plan to move from outside experts to local experts teams, and 5) evaluation, adaption, and dissemination. ***