CAREER: Liberative Pedagogies in Engineering Education

职业：工程教育中的自由教学法

• 批准号: 0448240
• 负责人: Donna Riley
• 金额: $ 40.48万
• 依托单位: Smith College
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2005
• 资助国家: 美国
• 起止时间: 2005-02-01 至 2011-01-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0448240&HistoricalAwards=false
• 关键词: CAREER; Liberative; Pedagogies; Engineering; Education

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.

智力优势：许多人文和社会科学的教育工作者采用基于教育学的方法，让学生参与创建一个鼓励所有声音的民主课堂。 该职业奖的目标是将这些教学法引入工程教育，并鼓励它们在课程开发中广泛使用，作为提高该学科成功吸引、留住、教育和促进尽可能广泛的学生的能力的一种手段。 以前的工作对认知方法的工程教育和工程专业的日益多样性肯定的技术所提出的解放性学科，其中有三十年的成功实施的跟踪记录在社会科学和人文科学。 这些理念应该在工程教育中的建设性反馈循环中应用，测试和增强，因为它们代表了良好的教育实践，因为它们可能会促进工程中代表性不足的群体的参与，因为它们挑战教育工作者重新思考工程教育本身的目的和目标。 这一解放性教学法项目的目标包括：（1）根据解放性教学法和学生的投入，制定和实施课程创新;（2）利用传统和解放性评估工具，评估根据解放性教学法进行的课程和教学改革;（3）了解女生如何将自己作为工程专业学生和/或未来工程师的身份概念化;（4）在校园内传播结果，在当地的学前教育，并在整个工程教育界;和（5）涉及学生在课程开发的基础上解放的教学法。更广泛的影响：调查结果将帮助全国工程教育工作者向以学习者为中心的教育转变，提供有关学生对工程中解放性理论的信念和态度的重要数据，以及评估其在第一年，核心和上层选修课程中的实施情况，包括工程热力学，质量和能量平衡，热量和质量传递，以及工程和全球发展。 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，这些方法将服务于寻求调整课堂和课程以适应不同学习者的教师。