Engineering Cultures: Expanding Global Competency

工程文化：扩展全球能力

• 批准号: 1022898
• 负责人: Gary Downey
• 金额: $ 16.78万
• 依托单位: Virginia Polytechnic Institute and State University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2010
• 资助国家: 美国
• 起止时间: 2010-12-15 至 2015-11-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1022898&HistoricalAwards=false
• 关键词: Engineering; Cultures; Expanding; Global; Competency

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.

该项目正致力于正式化和显着扩大工程文化课程材料和学习活动的影响范围，这些材料和活动已被证明成功地使工程专业学生能够迈出迈向全球竞争力的第一步。研究人员正在制作和评估三本简短的教科书，向学生介绍成为一名工程师意味着什么，以及工程师在德国、法国和日本重视什么作为他们的知识，第四本教科书向学生和教师介绍一种称为“位置、知识和愿望”的协作问题定义方法。“这三本教科书涉及四类问题：（a）国家是如何演变的;（B）工程师是如何在这个国家出现的;（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？概述卷给出了来自不同国家的内容知识的简要介绍，并向学生介绍了“位置，知识和愿望”的框架。调查员还正在努力确保这些新的学习材料真正提高学生的学习，制定和管理形成性和总结性评估的几种做法。 评价工作在一名独立专家的指导下进行，包括由内容专家对教材进行正式审查，并使用多项选择测验、为内容评分的论文和学生学习成果调查来衡量学生的学习情况。