CAREER: Liberative Pedagogies in Engineering Education

智力优势：许多人文和社会科学领域的教育者采用基于让学生参与创造一个鼓励所有声音的民主课堂的教学法。该奖项的目标是将这些教学方法引入工程教育，并鼓励他们在课程开发中广泛使用，作为提高学科能力的一种手段，以成功地吸引、留住、教育和促进尽可能广泛的学生。先前关于工程教育的认知方法和工程专业日益多样化的工作肯定了解放教学法提出的技术，解放教学法在社会科学和人文科学中有30年的成功实施记录。这些理念应该在工程教育的建设性反馈循环中得到应用、测试和增强，因为它们代表了良好的教育实践，因为它们可能促进工程中代表性不足的群体的参与，因为它们挑战教育者重新思考工程教育本身的目的和目标。该项目的目标包括：(1)开发和实施基于解放教学法和学生投入的课程创新；(2)利用传统的和自由的评估工具评估基于自由教学法的课程和教学变化；(3)了解女学生如何将自己作为工科学生和/或未来工程师的身份概念化；(4)在校园、当地幼儿园-12年级教育和整个工程教育界传播成果；(5)让学生参与基于解放教学法的课程开发。更广泛的影响：研究结果将通过提供有关学生对工程解放教学法的信念和态度的重要数据，以及评估其在一年级、核心和高级选修课程（包括工程热力学、质量和能量平衡、热量和质量传递、工程和全球发展）中的实施情况，帮助全国的工程教育工作者向以学习者为中心的教育转变。该项目将开发和测试基于这些教学方法的评估工具和方法，这些工具和方法将为寻求适应不同学习者的教室和课程的教师提供服务。

Intellectual Merit: Many educators in the humanities and social sciences employ pedagogies based to engage students in creating a democratic classroom that encourages all voices. The goal of this CAREER award is to bring these pedagogies to engineering education and encourage their widespread use in curriculum development as a means to improve the discipline's capacity to successfully attract, retain, educate and advance the broadest possible spectrum of students. Previous work on cognitive approaches to engineering education and on increasing diversity in the engineering profession affirm techniques proposed by liberative pedagogies, which have a three-decade track record of successful implementation in the social sciences and humanities. These philosophies should be applied, tested, and enhanced in a constructive feedback loop in engineering education because they represent good educational practice, because they may advance the engagement of underrepresented groups in engineering, and because they challenge educators to rethink the purposes and goals of engineering education itself. The goals of this Liberative Pedagogies project include: (1) Develop and implement curricular innovations based on liberative pedagogies and student input; (2) Evaluate curricular and pedagogical changes based on liberative pedagogies using both conventional and liberative assessment tools; (3) to understand how women students conceptualize their identities as engineering students and/or future engineers; (4) Disseminate results on campus, in local preK-12 education, and throughout the engineering education community; and (5) Involve students in curricular development based on liberative pedagogies. Broader Impacts: The findings will assist engineering educators nationwide in the shift toward learner-centered education by providing important data about student beliefs and attitudes toward liberative pedagogies in engineering, as well as assessing their implementation in first-year, core, and upper-level elective courses including Engineering Thermodynamics, Mass and Energy Balances, Heat and Mass Transfer, and Engineering and Global Development. The project will develop and test assessment tools and methods based on these pedagogical approaches that will be of service to faculty seeking to adapt their classrooms and curricula to diverse learners.