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

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的合作项目，将考古学的概念与网络增强产品解剖的进步相结合，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、环境和社会问题。 该方法建立在团队以前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。 具体而言，他们是（1）创建基于网络产品的综合课堂活动和学习材料，用于工程设计相关课程，涵盖新生到高年级;（2）在核心领域开发规则和评估工具，以确保具有全国影响力的可持续部署;及（3）举办实践工作坊，透过教师发展及外展，推广以产品考古学为基础的新教学策略。 评价工作正在通过实际学习材料和练习中的评估，审查对学生学习的影响，其材料被其他人采用的程度，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讲习班积极传播，并针对女高中生和技术与科学教师开展重点突出的K-12外联工作。

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.