Engineering Education: Assessment Methodologies and Curricula Innovations

98-72498匹兹堡舒曼大学-工程教育：评估方法和课程创新这个项目解决了一个关键问题，即如何最好地确保工程专业学生接受高质量的教育，使他们能够作为专业人员和公民做出重要贡献。特别是，PI将研究如何评估工程教育项目，既要进行认证，又要评估近十年来由NSF和私人基金会资助产生的越来越多的创新。随着“EC-2000”认证标准的引入，工程专业现在必须开发和实施持续改进的系统。教师必须证明，对学院的使命和项目目标重要的结果是通过合理的测量来实现的，并且必须提供证据，证明这些结果适用于项目的进一步发展和改进。有人建议，这些“改进”中的许多可以从NSF在本十年的赞助下产生的大量课程创新中进行调整。因此，同样重要的是评估一系列这些创新，特别是从其教育价值、可靠性、实施和维护成本以及是否易于移植到其他机构和/或方案环境等方面。因此，项目重点放在两个评估领域：衡量成果和创新。这将通过一个高度整合的努力来完成，该团队由来自六所大学的经验丰富的工程教育研究人员组成，横跨四个联盟(基金会、Gateway、ESCEL和Success)。它还包括一个由NSF/NASA赞助的示范卓越机构(MIE)计划(UTEP)，这是一项全面的、全国性的努力，旨在提高科学、工程和数学(SEM)教育的质量。由首席调查员组成的多学科团队共同参与工程课程的创新、评估和教育研究。这个项目的调查结果将汇集在一起。该项目的目标是：-检查全面的评估方法；-更好地了解每种方法可以为工程教育人员提供哪些成果评估；-了解如何最好地将每种方法应用于国家的1538个工程项目；以及-将这些方法应用于某些教育创新，以便测试它们作为评估工具的能力，并更深入地了解评估的创新的有效性。

98-72498 Shuman University of Pittsburgh - Engineering Education: Assessment Methodologies and Curricula Innovations This project addressees the crucial problem of how to best assure the engineering students receive a quality education, one that will enable them to make important contributions as professionals and citizens. In particular, the PI's will study how to evaluate engineering education programs, both for accreditation and to assess the increasing number of innovations that have resulted from almost a decade of NSF and private foundation funding. With the introduction of the "EC-2000" accreditation criteria, engineering programs now must develop and implement systems for continuous improvement. Faculty must demonstrate that the outcomes important to the mission of the institution and the objectives of the program are being met via sound measurement, and must give evidence that these results are applied to the further development and improvement of the program. It is proposed that many of these "improvements" can be adapted from the large volume of curricula innovations that have resulted from NSF sponsorship during the current decade. Consequently, it is equally important to assess a set of these innovations, particularly in terms of their educational value, reliability, implementation and maintenance costs, and ease of transportability to other institutional and/or programmatic settings. Thus the project focus is on the two areas of assessment: that of measuring outcomes and innovation. This will be done through a highly integrated effort involving a team of experienced engineering education researchers from six universities spanning four Coalitions (Foundation, Gateway, ESCEL, and SUCCEED). It also involves one NSF/NASA sponsored Model Institutions for Excellence (MIE) program (UTEP), a comprehensive, nationwide effort to upgrade the quality of science, engineering and mathematics (SEM) education. The multi-disciplinary team of Principal Investigators is collecti vely involved in engineering curricula innovation, assessment, and educational research. The results of the investigations in this project will be pooled. The project objectives are to: - Examine a comprehensive spectrum of assessment methodologies; - Better understand what each can offer engineering educators for outcome assessment; - Learn how each can best be adapted by the country's 1538 engineering programs; and - Apply these methodologies to certain educational innovations in order to both test their power as assessment tools and provide more insight into the efficacy of the assessed innovations.