Engineering Cultures: Expanding Global Competency

该项目正在努力使工程文化、课程材料和学习活动的影响范围正规化并显著扩大，事实证明，这些活动成功地使工程学学生迈出了迈向全球能力的第一步。这位研究人员正在制作和评估三本简短的教科书，向学生介绍什么是工程师，以及德国、法国和日本的工程师所珍视的知识，第四本教科书向学生和教师介绍一种名为“位置、知识和欲望”的协作问题定义方法。这三本教科书解决了四类问题：(A)这个国家是如何演变的；(B)这个国家是如何涌现出工程师的；(C)工程师的典型职业轨迹是什么；(D)工程师和工程学的主要新兴趋势是什么？这本概述卷简要介绍了来自不同国家的内容知识，并向学生介绍了“位置、知识和愿望”框架。调查人员还在努力确保这些新的学习材料通过开发和管理形成性和终结性评估的几种做法，真正提高学生的学习能力。在独立专家的指导下，评估工作包括由内容专家对教学材料进行正式审查，并使用多项选择测试来衡量学生的学习情况，为内容打分的论文，以及对学生学习成果的调查。

The project is working to formalize and dramatically expand the reach of the Engineering Cultures course materials and learning activities that have proven successful at enabling engineering students to take initial steps toward global competency. The investigator is producing and assessing three short textbooks introducing students to what it means to be an engineer and what engineers have valued as their knowledge in Germany, France, and Japan, and a fourth textbook introducing students and instructors to a method for collaborative problem definition called "location, knowledge, and desire." The three textbook address four categories of questions: (a) how did the country evolve; (b) how have engineers emerged in this country; (c) what is a typical career trajectory for an engineer; (d) what are key emerging trends for engineers and engineering? The overview volume gives a brief presentation of content knowledge from a variety of countries and introduces students to the "location, knowledge, and desire" framework. The investigator also is working to ensure that these new learning materials genuinely enhance student learning by developing and administering several practices for formative and summative assessment. The evaluation effort, under the direction of an independent expert, includes formal reviews of the instructional material by content experts and measurement of student learning using multiple choice tests, essays scored for content, and surveys of student learning gains.