Collaborative Research: Finding Personal Meaning and Societal Connections in Engineering Education: A Case Study in Integrated Course Transfer

合作研究：寻找工程教育中的个人意义和社会联系：综合课程转移案例研究

• 批准号: 1037646
• 负责人: Jonathan Stolk
• 金额: $ 9.49万
• 依托单位: Franklin W. Olin College of Engineering
• 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: 2010-09-01 至 2013-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1037646&HistoricalAwards=false
• 关键词: Collaborative; Research; Finding; Personal; Meaning

This engineering education research project seeks to understand the barriers to inter-institutional diffusion of educational innovations by examining transfer issues for a successful engineering course from Olin College of Engineering to California Polytechnic State University at San Luis Obispo. Challenges to transfer will be explored using models from existing educational, organizational, and social change literature. The two goals of this project are to develop a method for characterizing the challenges that engineering educators face in disseminating curricular advances, and measuring whether the advances to student learning seen at one institution transfer to the partner school.The broader significance and importance of this project is to explore why years of repeated demonstrations of successful courses, pedagogies, and educational models have not spread broadly across the education system. The course to be transferred links engineering content to the social and historical contexts which define and frame engineering problems, a model which potentially can help recruiting and retaining women in engineering. Beyond addressing the barriers to transfer, the course content addresses the emerging vision of revising engineering education to better address complex global problems called for by recent national panels.

该工程教育研究项目旨在通过检查从奥林工程学院到圣路易斯奥比斯波的加州理工州立大学成功工程课程的转学问题，了解教育创新在机构间传播的障碍。 转移的挑战将探讨使用现有的教育，组织和社会变革文献的模型。 该项目的两个目标是开发一种方法，用于描述工程教育工作者在传播课程进步方面所面临的挑战，并衡量在一个机构看到的学生学习的进步是否转移到合作学校。该项目的更广泛的意义和重要性是探索为什么多年来反复展示成功的课程，教学法，教育模式没有在整个教育系统中广泛传播。 课程将工程内容与定义和构建工程问题的社会和历史背景联系起来，这种模式可能有助于招聘和留住工程领域的女性。 除了解决转移的障碍，课程内容还涉及修订工程教育的新兴愿景，以更好地解决最近国家小组要求的复杂的全球问题。