Integrating Engineering Design with the Humanities, Social Sciences, Sciences, & Mathematics

98-72433谢蒂 哈特福德大学-将工程设计与人文、社会科学、科学数学相结合 拟议的项目将开发，应用和测试一个创新的本科工程课程模型，通过：（1）在整个四年的计划中整合情境化，跨学科的研究和设计项目;（2）教师和学生的体验和协作学习;（3）与工业界合作，为各级学生创建“现实生活”工程项目;（4）与工业界合作。（4）由跨学院和跨学科的教师组成的小组，与来自私营机构的沿着一起合作，发展课程材料的整合和作业的协调。 在进行这个项目，大学将建立和扩展通过成功的工程应用中心和现有的课程改革努力（由NSF和FIPSE支持）建立当前的工业/企业伙伴关系。 该项目将通过帮助其教师过渡到新的教学和学习模式来改变工程学院-特别是那些有助于确保妇女和少数民族成功的模式-并重新定义工程教师和学生之间的关系以及大学的其他部分。 创新教师的核心小组将成为课程改革的团队领导者在学年水平（大一，大二等）和工程计划水平（土木，电气，机械工程）。 这些团队负责人将与大学其他学院的De 3ans合作，以确定人文，社会和基础科学以及数学方面的适当教师，以创建跨学科课程。 教师将接受团队建设、协作学习、新的教学方法，特别是那些促进妇女/少数民族学习的方法，以及创造教育和学生评估技术方面的培训。 通过参与多学科的合作和整合工程和非工程的角度来看，我们正在努力每一个学生。 因此，该项目将为其他工程学院提供一个范例，说明如何在改造教师文化的同时，重组课程，以激励、激发和留住工程专业的学生。 此外，它还将提供一个模型，说明如何使非工程教师和学生在广泛的社会背景下理解工程工作的性质。 课程创新将导致几个新的课程配置：工程和非工程课程的集群到一个综合的第一年兴趣小组（FIG）;工程和跨学科课程在大二和大三的配对与涉及工程和非工程学生的合作项目;和跨学科的高级顶点项目。 一个创新的课程结构，综合学习块，将开发，并将作为促进跨学科，综合，以学生为中心，以项目为基础的学习机制。

98-72433 Shetty University of Hartford - Integrating Engineering Design with the Humanities, Social Sciences, Sciences & Mathematics The proposed project will develop, apply, and test a model for an innovative undergraduate engineering curriculum through: (1) the integration of contexualized, interdisciplinary research and design projects throughout four years of the program; (2) experiential and collaborative learning by both faculty and students; (3) partnerships with industry in the creation of "real-life" engineering projects for students at all levels; (4) cross-collegiate and cross-disciplinary teams of faculty working together and along side colleagues from the private sector to develop integration of curricular materials and coordination of assignments. In undertaking this project, the University will build upon and extend current industrial/corporate partnerships established through the successful Engineering Applications Center and existing curricular reform efforts (supported by NSF and FIPSE). This project will transform the College of Engineering by helping its faculty transition to new models of teaching and learning - especially those that help to insure the success of women and minorities - and by redefining the relationship between engineering faculty and students and those in the rest of the University. A core group of innovative faculty will become team leaders for curricular reform at both the academic year level (Freshman, Sophomore, etc.) and at the Engineering program level (Civil, Electrical, & Mechanical Engineering). These team leaders will work with the De3ans of other colleges in the University to identify appropriate faculty in the humanities, social and basic sciences, and mathematics to create interdisciplinary curricula. Faculty will be trained in team-building, collaborative learning, new pedagogical approaches, especially those which enhance learning by women/minorities, and the creation of educational and student assessment technologies. Through participation in multi-disciplinary collaboration and the integration of engineering and non-engineering perspectives that we are trying to each students. Thus, this project will provide a paradigm for other schools of engineering of how to transform faculty culture while also restructuring curricula in order to motivate, excite, and retain engineering students. In addition, it will provide a model of how non-engineering faculty and students can be brought to understand the nature of engineering work in its broad social context. Curricular innovations will result in several new course configurations: the clustering of engineering and non-engineering courses into an integrated First-year Interest Group (FIG); the pairing of engineering and interdisciplinary courses in the sophomore and junior years with collaborative projects involving engineering and non-engineering students; and an interdisciplinary Senior Capstone Project. An innovative curricular structure, the Integrative Learning Block, will be developed and will serve as the mechanism for fostering interdisciplinary, integrative, student-centered, project-based learning.