Engineering Essentials: A Course to Introduce Non-Calculus Ready First Year Engineering Students to Engineering Concepts and Critical Thinking Skills

工程基础：向非微积分一年级工程专业学生介绍工程概念和批判性思维技能的课程

• 批准号: 1504730
• 负责人: Lizzie Santiago
• 金额: $ 25万
• 依托单位: West Virginia University Research Corporation
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2015
• 资助国家: 美国
• 起止时间: 2015-07-01 至 2019-06-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1504730&HistoricalAwards=false
• 关键词: Engineering; Essentials; Course; Introduce; Non

First year students who are not ready for calculus represent a group of college students at high risk of leaving engineering. These students join an academic institution not only with weak math skills, but they also are less exposed to engineering upon entrance, in comparison with calculus ready students. This lack of engagement in engineering lead to confusion, frustration, and a loss of interest in engineering. This project supports an engineering track for those students that are not calculus ready but are interested in engineering. The project involves the development and implementation of a course to teach engineering concepts to first year engineering students who are not yet ready for calculus, while reinforcing critical thinking skills. The course will assist these students in their preparation for calculus by reinforcing concepts needed to succeed in math. The long term goal of this project is to decrease attrition and to increase the critical thinking skills of these engineering students. Another goal of the project is to promote the development of an engineering identity in first time engineering students. A mixed-methods approach will be used to assess the development of critical thinking skills and an engineering identity in students enrolled in the course.

一年级的学生谁是没有准备好微积分代表一组大学生在离开工程的高风险。 这些学生加入学术机构不仅数学能力薄弱，而且与微积分准备好的学生相比，他们在入学时接触工程的机会也较少。 这种对工程的缺乏参与导致了困惑、沮丧和对工程失去兴趣。 这个项目支持那些没有准备好微积分但对工程感兴趣的学生的工程轨道。 该项目涉及开发和实施一门课程，向尚未准备好微积分的一年级工程专业学生教授工程概念，同时加强批判性思维能力。本课程将通过强化在数学中取得成功所需的概念来帮助这些学生为微积分做好准备。本项目的长期目标是减少摩擦并提高这些工程专业学生的批判性思维能力。 该项目的另一个目标是促进第一次工科学生的工程身份的发展。 一个混合的方法将被用来评估批判性思维能力的发展和工程身份的学生参加了课程。