Triple Bottom Line Awareness in Design (TriAD): Diversifying the Engineering Profession of the 21st Century

设计中的三重底线意识 (TriAD)：21 世纪工程专业的多元化

• 批准号: 0530760
• 负责人: Linda Vanasupa
• 金额: --
• 依托单位: California Polytechnic State University Foundation
• 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: 2005-09-01 至 2010-06-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0530760&HistoricalAwards=false
• 关键词: Triple; Bottom; Line; Awareness; Design

This Department level reform project in Materials Engineering at Cal Poly will advance the knowledge of how to design engineering learning experiences that accomplish two social imperatives: 1) retaining women and other underrepresented groups in the engineering degree programs; and 2) equipping engineers to solve the technical challenges in the context of our complex, global society. The strategy is to apply the rich body of results and best practices from education research on the re-design of a curriculum that emphasizes what is called Triple Bottom Line Awareness in Design (TriAD). The proposed work comes out of the urgency to not only create a more diverse population of engineers, representative of society, but to instill new thinking, new ideas, and new ways of balancing economics, the environment, and society's needs (i.e., an awareness of the triple bottom line) in engineering design. The basic premise of the proposed work is that young people will be motivated to study and apply their creative energies to benefit society if they are aware of the need and know they can make a difference. Intellectual Merit The design approach to the curriculum is to incorporate two qualities that are critical for engineers in the 21st century: 1) utilizing a systems approach to design and 2) emphasizing ethical, environmental, health and safety, sustainability, social, political, and manufacturability issues. It also incorporates six principles that have proven to be effective in achieving higher retention of underrepresented individuals in engineering and promoting deeper learning in the students: 1) providing meaningful context (i.e., a "real world" application); 2) integrating concepts from math, science and technology; 3) emphasizing active learning and design; 4) facilitating meaningful connections among students; 5) promoting reflection and self-assessment of learning; and 6) creating significant interaction between students and faculty, with faculty acting as coaches. Broader Impacts The proposed work will advance the understanding of how to design learning experiences for greater retention of underrepresented individuals in engineering. Students are motivated by the experience of mastery. The freshman experience is designed not only to enable these students to experience varying degrees of mastery, but to allow them to experience the joy of being able to assist individuals in need. Providing these experiences is particularly important for underrepresented individuals who have not had as many opportunities as others. The experiences are also critical during the first two years, since that is when students are most likely to drop out of engineering.The proposed work will advance the understanding of how to design learning experiences to equip engineers for the complex social issues that they will face. The Accreditation Board of Engineering and Technology (ABET) requires programs to demonstrate that students are able to formulate engineering solutions within the design constraints of ethical, environmental, health and safety, sustainability, social, political, and manufacturability issues in design. However, no clear methodology has emerged to integrate these considerations into the engineering curriculum. Designing for the triple bottom line naturally requires an understanding of these issues. This work will demonstrate the effectiveness of TriAD in developing the intellectual attributes required of the 21st century engineer.

加州理工大学材料工程系的这一系级改革项目将增进人们对如何设计工程学习体验的了解，以实现两项社会要求：1）在工程学位课程中保留女性和其他代表性不足的群体； 2) 帮助工程师解决复杂的全球社会背景下的技术挑战。该策略是将教育研究的丰富成果和最佳实践应用于重新设计课程，强调设计中的三重底线意识（TriAD）。拟议的工作不仅是为了培养更多元化的工程师群体、代表社会，而且是为了在工程设计中灌输平衡经济、环境和社会需求的新思维、新想法和新方法（即三重底线意识）。拟议工作的基本前提是，如果年轻人意识到需要并知道自己可以有所作为，他们就会有动力去学习并运用他们的创造力来造福社会。智力优势 课程的设计方法融合了对 21 世纪工程师至关重要的两种品质：1）利用系统方法进行设计，2）强调道德、环境、健康和安全、可持续性、社会、政治和可制造性问题。 它还包含了六项原则，这些原则已被证明可以有效地提高工程领域代表性不足的个人的保留率并促进学生的更深入学习：1）提供有意义的背景（即“现实世界”应用程序）； 2）整合数学、科学和技术的概念； 3）强调主动学习和设计； 4）促进学生之间有意义的联系； 5）促进学习的反思和自我评估； 6) 在学生和教师之间建立重要的互动，教师充当教练。 更广泛的影响拟议的工作将增进人们对如何设计学习体验的理解，以更好地保留工程领域代表性不足的个人。 学生因掌握经验而受到激励。 新生体验的目的不仅是让这些学生体验不同程度的掌握，而且让他们体验到能够帮助有需要的人的快乐。提供这些经验对于代表性不足的个人尤其重要，因为他们没有像其他人那样有那么多机会。 头两年的经历也很重要，因为那是学生最有可能退出工程专业的时期。拟议的工作将增进对如何设计学习体验的理解，以使工程师能够应对他们将面临的复杂社会问题。 工程与技术认证委员会 (ABET) 要求项目证明学生能够在设计中的道德、环境、健康和安全、可持续性、社会、政治和可制造性问题的设计约束范围内制定工程解决方案。 然而，还没有出现明确的方法将这些考虑因素整合到工程课程中。 针对三重底线的设计自然需要了解这些问题。 这项工作将证明 TriAD 在培养 21 世纪工程师所需智力属性方面的有效性。