IUSE/PFE RED: Developing Changemaking Engineers

圣地亚哥大学Shiley-Marcos工程学院正在开展一项为期多年的项目，旨在改革工程教育，目标是培养“创造变革”的工程师。该项目阐述了融合了传统技术技能、增强的社会意识和整合的专业脊梁的工程学教育如何产生互联学习，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学来改善社会。正在开发一种孵化模式，在这种模式下，一般工程项目中的新课程被设计为包括丰富的变革创造者背景和专业技能。这些课程的学习模块被转移到更传统的纪律工程课程，以促进这些课程的变革。该项目通过衡量在吸引和留住更多样化的工科学生群体方面的影响，考察了注入专业脊梁和改变创造者工程学经典对学生动机和态度的影响。编写的新教材正在出版，作为传统课程教科书的配套材料。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。这项工作探索了协作领导如何重振工程文化，以产生变革性的工程规范。通过在Shiley-Marcos工程学院的所有系内共同推动文化转型，教师学习社区正在通过协作领导和教师赋权的模式得到发展。项目团队包括所有工程系主任、工程系主任、副院长和一名社会学教员。在为工程教育的新举措建立文化共识的过程中，正在形成对哪些领导/共享领导机制可以产生积极或消极反应的理解。研讨会、教师支持机制和其他方法被用来：1)促进文化发展，2)创造协作能力和价值观，3)发展专业能力的脊梁。与工业界、社区和工程学以外的教职员工的合作伙伴关系有助于促进培养准备迎接社会挑战的变革工程师的愿景。

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.