IUSE/PFE RED: Developing Changemaking Engineers

圣地亚哥大学（USD）Shiley-Marcos工程学院正在开展一项多年项目，以彻底改变工程教育，培养“变革”工程师。该项目探讨了整合传统技术技能、增强社会意识和综合专业支柱的工程教育如何产生关联学习，使毕业生能够通过在社会正义、和平、人道主义进步和可持续实践的背景下实践工程来改善社会。正在开发一种孵化模式，其中一般工程项目的新课程旨在包括丰富的变革者背景和专业技能。这些课程的学习模块被转移到更传统的学科工程项目中，以促进这些课程的变革。该项目通过衡量吸引和留住更多样化的工程专业学生群体的影响，研究了注入专业脊柱和变革者工程学经典对学生动机和态度的影响。编写的新教材正在作为传统教材的配套材料出版。最后，正在建立一个由学者和相应社区组成的全国研讨会，以促进变革工程。这项工作探讨了协作领导如何振兴工程文化，产生一个变革性的工程经典。通过共同产生的Shiley-Marcos工程学院的所有部门内的文化转型，教师学习社区正在通过协作领导和教师赋权的模式发展。项目团队包括所有工程系主任、工程系主任、副主任和一名社会学教员。在工程教育的新举措建立文化共识，领导/共享领导机制可以产生积极或消极的反应的理解正在开发。讲习班，教师支持机制和其他方法正在被用来：1）推进文化发展，2）创造合作能力和价值观，以及3）发展专业能力的脊椎。与行业，社区和工程以外的教师的合作伙伴关系有助于促进创造变革工程师准备面对社会的挑战的愿景。

The University of San Diego's (USD) Shiley-Marcos School of Engineering is embarking on a multi-year project to revolutionize engineering education with the goal of developing "Changemaking" Engineers. The project addresses how an engineering education that integrates traditional technical skills, enhanced social awareness and an integrated professional spine produces connected learning that empowers graduates to improve society - by practicing engineering within the contexts of social justice, peace, humanitarian advancement, and sustainable practices. An incubation model is being developed where new courses in a general engineering program are designed to include rich changemaker context and professional skills. Learning modules from these classes are transferred to the more traditional, disciplinary engineering programs to promote change in those curricula. The project examines the impact of infusing a professional spine and the changemaker engineering canon on student motivation and attitudes by measuring the impact in attracting and retaining a more diverse population of engineering students. The new course materials developed are being published as companion materials for traditional course textbooks. Finally, a national symposium of scholars and commensurate community is being established to promote changemaking engineering. This work explores how collaborative leadership can revitalize engineering culture to produce a transformative engineering canon. By co-generating a cultural transformation within all departments of the Shiley-Marcos School of Engineering, a faculty learning community is being developed through a model of collaborative leadership and faculty empowerment. The project team includes all of the engineering department chairs, the dean of engineering, and the associate dean, and a faculty member in sociology. In building cultural consensus for the new initiatives in engineering education, an understanding of which mechanisms of leadership/shared-leadership can produce positive or negative responses is being developed. Workshops, faculty support mechanisms and other methods are being used to: 1) advance cultural development, 2) create collaborative abilities and values, and 3) develop a spine of professional competencies. The combined partnerships with industry, the community, and faculty outside of engineering help to promote the vision of creating changemaking engineers prepared to face society's challenges.