CCLI Phase II: Collaborative Research - Teaching the Global, Economic, Environmental, and Societal Foundations of Engineering Design through Product Archaeology

CCLI 第二阶段：合作研究 - 通过产品考古学教授工程设计的全球、经济、环境和社会基础

• 批准号: 0920259
• 负责人: Kemper Lewis
• 金额: $ 17.07万
• 依托单位: SUNY at Buffalo
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2009
• 资助国家: 美国
• 起止时间: 2009-09-15 至 2012-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0920259&HistoricalAwards=false
• 关键词: CCLI; Phase; II; Collaborative; Research

The project, a collaborative effort involving SUNY at Buffalo, Pennsylvania State University, and Northwestern University, is combining concepts from archaeology with advances in cyber-enhanced product dissection to implement new educational innovations that will directly address the challenging global, economic, environmental, and societal aspects in an engineering curriculum. The approach builds upon the team's previous demonstration and assessment efforts in cyber-enabled product dissection-based pedagogy by developing and disseminating scalable learning materials, strategies, and educational innovations that develop students' understanding of the broader context of engineering. Specifically, they are (1) creating integrative in-class activities and learning materials based on a cyber-enabled product for engineering design-related courses that span freshmen through senior levels; (2) developing rubrics and assessment tools in core areas to ensure sustainable deployment with national impact; and (3) conducting hands-on workshops to foster dissemination of new teaching strategies based on product archaeology through faculty development and outreach. Evaluation efforts are examining the impact on student learning through assessments embedded in the actual learning material and exercises, the extent to which their materials are adopted by others, and the factors that facilitate or impede adoption by others. Broader impacts include aggressive dissemination through faculty workshops and focused K-12 outreach efforts targeting female high school students and technology and science teachers.

该项目是纽约州立大学布法罗分校、宾夕法尼亚州立大学和西北大学合作的项目，将考古学的概念与网络增强产品解剖的进展相结合，以实施新的教育创新，直接解决工程课程中具有挑战性的全球、经济、环境和社会方面的问题。 该方法建立在团队之前在基于网络的产品解剖教学法方面的演示和评估工作的基础上，通过开发和传播可扩展的学习材料、策略和教育创新，培养学生对更广泛的工程背景的理解。 具体来说，他们（1）基于网络产品为工程设计相关课程创建综合性课堂活动和学习材料，涵盖新生到高级水平； (2) 制定核心领域的评价标准和评估工具，以确保具有全国影响力的可持续部署； (3) 举办实践研讨会，通过教师发展和推广，促进基于产品考古学的新教学策略的传播。 评估工作通过嵌入实际学习材料和练习中的评估来检查对学生学习的影响、其他人采用其材料的程度以及促进或阻碍其他人采用的因素。 更广泛的影响包括通过教师研讨会积极传播，以及针对高中女生和技术和科学教师的重点 K-12 外展工作。