Transforming a Civil Engineering Curriculum through GIS Integration

该项目的目标是将GIS支持的设计方法集成到六门土木工程必修课程中。协作开发模式确保课程之间的课程联系明确，并且在开发的材料中阐明了学生在技术能力、数据综合和分析以及问题解决方面的技能进步的明确路径。通过使用这些材料，学生正在开发一个改进的能力，分析工程问题在多种情况下使用GIS平台。此外，该项目正在为关键的跨学科主题和可持续的课程改革带来新的课程注入模式。 它还有助于通过使用可视化软件作为完全集成和基于项目的协作学习方法的平台，提高学生对核心内容和工程决策能力的理解。 它正在确定课程改革方面的最佳做法，以实现不仅在技术内容方面，而且在社会和全球范围内提高学生技能水平的目标。 该项目是建立在现有的方案（女孩体验工程），使K-12教师和初中和高中学生。 其他传播工作包括会议和期刊论文以及教师讲习班。 项目评估，在一个独立的校园中心的指导下，使用能力评估和问卷调查，以监测新材料对学生的知识，技能和信念的影响。 更广泛的影响包括教学材料的传播，教师研讨会，并推广到女性K-12学生和教师。

The goal of the project is to integrate a GIS-enabled design approach across a sequence of six required civil engineering courses. A collaborative development model is ensuring that curricular links between the courses are explicit and that a clear path for student skills progression in terms of technical competency, data synthesis and analysis, and problem solving is articulated in the developed materials. Through the use of these materials, students are developing an improved ability to analyze engineering problems in multiple contexts using a GIS platform. Furthermore, the project is leading to a new curriculum infusion model for critical cross-disciplinary topics and a sustainable curriculum transformation. It is also contributing to the body of knowledge on improving student understanding of core content and engineering decision-making abilities through the use of visualization software as the platform for a completely integrated and project-based, collaborative approach to learning. It is identifying best practices in terms of curriculum transformation to achieve the goal of enhanced student skill level not only in technical content, but also in societal and global context. The project is building on an existing program (Girls Experiencing Engineering) to engage K-12 teachers and middle and high school students. Other dissemination efforts include conference and journal papers and faculty workshops. Project evaluation, under the direction of a independent campus center, is using competency assessments and questionnaires to monitor the impact of the new material on the students knowledge, skills, and beliefs. Broader impacts include the dissemination of the instructional material, the faculty workshops, and the outreach to female K-12 students and teachers.