Development and Implementation of a Novel Approach to Teaching Engineering Fundamentals to Engineering Students at CSULA

CSULA 开发和实施向工科学生教授工程基础知识的新方法

• 批准号: 1246130
• 负责人: Gustavo Borel Menezes
• 金额: $ 19.93万
• 依托单位: California State L A University Auxiliary Services Inc.
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2013
• 资助国家: 美国
• 起止时间: 2013-09-15 至 2017-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1246130&HistoricalAwards=false
• 关键词: Development; Implementation; Novel; Approach; Teaching

The objective of this TUES Type 1 project is to develop, implement, and assess an outcomes-based integrated core curriculum for sophomore-level engineering students at California State University Los Angeles (CSULA). This new sophomore curriculum is comprised of interactive, workshop-style courses and designed to transform the student learning experience into an engaging student-centered one. The redesigned core engineering curriculum is aimed at addressing long-term goals of increasing the retention and improve the academic performance of CSULA engineering students. The traditional pedagogical format is replaced by a series of laboratory courses and clinics that provide the students with practice working through engineering problems collaboratively with faculty, teaching assistants, and peers. The curriculum design is driven by outcomes established to help engineering majors acquire a strong foundation in core competencies in engineering analysis, applications, design and modeling, communication, and professionalism. The curriculum also is designed to provide cohesiveness between the different courses so that students can focus on common topics from the perspective of each of the five competency areas and see the interconnectedness of the material they are learning in the core courses. This core engineering curriculum has the potential to serve as a model for other similar institutions whose students encounter the "sophomore slump." The curriculum is mapped to ABET outcomes, making it transferable to similar engineering programs at other institutions. This project targets the some of the challenges underrepresented minority (URM) students encounter in their pathway to graduation in engineering at CSULA, where about 55% of the students are from URM groups. Results and findings are shared with other institutions in the CSU system, as well as with neighboring community colleges.

这个TUES类型1项目的目标是为加州州立大学洛杉矶分校(CSULA)的二年级工程学学生开发、实施和评估基于结果的综合核心课程。这一新的二年级课程由互动的工作坊式课程组成，旨在将学生的学习体验转变为以学生为中心的吸引人的学习体验。重新设计的核心工程课程旨在解决增加CSULA工程专业学生保留率和提高学习成绩的长期目标。传统的教学模式被一系列实验室课程和诊所所取代，这些课程和诊所为学生提供与教师、助教和同行合作解决工程问题的练习。课程设计的目的是帮助工程专业的学生在工程分析、应用、设计和建模、沟通和专业精神等核心能力方面打下坚实的基础。该课程还旨在提供不同课程之间的凝聚力，使学生能够从五个能力领域的每一个角度专注于共同的主题，并看到他们在核心课程中学习的材料的相互关联性。这一核心工程课程有可能成为其他类似机构的榜样，这些机构的学生遇到了“二年级低迷”。该课程旨在帮助取得更好的结果，使其可以转移到其他机构的类似工程项目中。这个项目针对的是CSULA工程专业毕业过程中遇到的一些挑战，大约55%的学生来自URM群体。结果和调查结果与CSU系统中的其他机构以及邻近的社区学院共享。