Engineering for the Common Good

该奖项是根据2009年美国复苏和再投资法案（公法111-5）资助的。这项授予麻省大学洛厄尔分校的工程教育研究奖将雇用研究人员调查和评估工程教育中的服务学习（S-L）组成部分如何给学生和教师带来认知和情感变化。SLICE项目（整个工程学院的服务学习综合）对校友、雇主、管理部门和社区的影响也将被评估。SLICE计划的广泛目标是培养更好的工程师、更好的公民和更好的社区。一个关键目标是每个本科生每学期至少选修一门有意义的服务学习（S-L）课程。这种在工程核心课程中进行S-L教学的方法的本质，使得它可以相对容易地被个别教师或整个学院效仿。该项目开发的新工具和协议将降低其他机构采用S-L的障碍。本项目中可用的大样本量将显著增加基于令人信服的、授权的技术教育方法的学生和教师发展的知识体系。将S-L整合到课程中提高了工程专业学生的保留率，并帮助教师和学生扩大他们对工程共同利益的关注。

This award is funded under the American Recovery and Reinvestment Act of 2009 (Public Law 111-5). This engineering education research award to the University of Massachusetts Lowell will employ researchers to investigate and assess how service learning (S-L) components in engineering education bring about cognitive and affective changes in students and faculty.The impacts of the SLICE program (Service-Learning Integrated throughout a College of Engineering) on alumni, employers, administration, and the community will also be assessed. The broad goal of the SLICE program has been to develop better engineers, better citizens, and better communities. A key objective involves every undergraduate student taking at least one required course every semester with a meaningful service-learning (S-L) component. The nature of this approach to S-L in engineering core courses allows it to be emulated relatively easily by individual faculty members or by whole colleges. Newly created instruments and protocols developed by this project will lower barriers to adoption of S-L by other institutions. The large sample size available in this project will add significantly to the body of knowledge of student and faculty development based on a compelling, empowering approach to technical education. Integrating S-L into the curriculum has improved retention of engineering students and helps faculty and students expand their focus of engineering the common good.