IUSE/PFE:RED: Shifting Departmental Culture to Re-Situate Learning and Instruction

俄勒冈州州立大学化学、生物和环境工程的革命性变化本项目的目的是对俄勒冈州州立大学化学、生物和环境工程学院的教育环境和实践进行大胆而有意识的改变。虽然社会需要来自不同背景的工程师准备面对21世纪的挑战，但大多数工程师仍然使用几十年前开发的方法接受教育。思想上最重要的转变之一（尚未被纳入工程教育）是远离“去语境化”的内容-学生学习的内容被故意从他们的生活，身份和未来职业的背景中删除。因此，工程专业的学生无法全身心投入工程和学习，许多有才华的学生因此离开了工程专业。项目团队正在重新设计课程，并投资于广泛的教师培训，以重塑化学，生物和环境工程学院成为一个温暖，温馨的环境，帮助学生在课堂内容和他们的生活之间建立牢固的联系。毕业生将大大更好地准备将他们的知识应用于我们的社会在未来几年面临的任何新的和不可预测的挑战。虽然俄勒冈州州立大学的化学、生物和环境工程学院（CBEE）为学生提供了许多创新的学习机会，但这些努力被边缘化和孤立的程度限制了他们的影响力。这项工作的目标是实施革命性的变革，通过课程要求和课外机会编织一个全面的，包容的，以专业为基础的学习环境，取代一切照旧的方法。该团队将通过创建工程教育系统和人际互动来解决社会不平等问题，这些系统和互动在专业和个人生活上都能为所有人带来肯定。变革将通过建设包容性文化和将学习环境从孤立的活动转变为现实的、重要的工作来实现。这就需要从根本上改变部门文化的性质（价值观、规范和结构）。这项工作的核心活动包括：（1）重新设计九个大二和大三核心工作室课程的课程，以包括更现实、更重要的工作（2）通过改变教师和学生对权力和特权的认知和情感知识，提高他们参与包容性问题的能力;（3）规划和实施学生专业发展豆荚，纵向混合学生团队，学生互相帮助了解大学的经验，以及它如何与专业实践;（4）在CBEE内实施管理政策和程序的正式更改。这个项目将提供第一个有据可查的案例研究的制度，文化变革的工程利用情境理论。随着越来越多的机构和教师体验到一种包容性的文化，这种文化的核心是让学生参与与工程实践以及他们自己的身份和社区有关的工作，我们预计保留，招聘和毕业人数将增加。此外，教师有权全面参与他们的教学和研究将获得个人利益，可能会反映在可衡量的成果，如：研究生产力，教学效率，归属感和成长。

Revolutionary Changes in Chemical, Biological and Environmental Engineering at Oregon State UniversityThe purpose of this project is to make bold and deliberate changes to the educational environment and practices in the School of Chemical, Biological, and Environmental Engineering at Oregon State University. While society needs engineers from diverse backgrounds ready to face the challenges of the 21st century, most engineers are still educated using methods developed several decades ago. One of the most important shifts in thinking (that has yet to be incorporated into engineering education) is to move away from "decontextualized" content - in which what students learn is intentionally removed from the context of their lives, identities and future careers. Engineering students, therefore, are hindered from putting their whole selves into engineering and learning, and many talented students leave engineering as a result. The project team is redesigning the curriculum and investing in extensive faculty training to reshape the School of Chemical, Biological, and Environmental Engineering into a warm, welcoming environment that helps students build strong ties between the content in the classroom and the rest of their lives. The graduates will be dramatically better prepared to apply their knowledge to whatever new and unpredictable challenges face our society in the years to come. While the School of Chemical, Biological, and Environmental Engineering (CBEE) at Oregon State University provides students many innovative learning opportunities, the extent to which these efforts are marginalized and isolated limits their influence. The goal of the effort is to implement revolutionary change by replacing a business-as-usual approach with a holistic, inclusive, professionally based learning environment woven through both curricular requirements and co-curricular opportunities. The team will address social inequality by creating engineering educational systems and interpersonal interactions that are professionally and personally life affirming for all people across their differences. Change will come through construction of a culture of inclusion and a shift in learning environments from sequestered activities to realistic, consequential work. This requires a fundamental change in the nature of department culture (values, norms and structure). The effort's core activities include: (1) curricular redesign of nine core sophomore- and junior-level studio courses to include more realistic, consequential work (leveraging research-based pedagogies like problem-based learning and model-eliciting activities); (2) growing faculty and students' capacity to engage issues of inclusivity by shifting their cognitive and affective knowledge of power and privilege; (3) planning and implementing student professional development pods, longitudinally mixed student teams where students help one another understand the university experience and how it relates to professional practice; and (4) implementing formal changes in governing policies and procedures within CBEE. This project will provide the first well-documented case study of institutional, cultural change in engineering making use of a situative theory. As more institutions and faculty experience an inclusive culture centered on engaging students with work that connects to engineering practice as well as their own identities and communities, we expect retention, recruitment and graduation numbers to increase. Additionally, faculty empowered to participate holistically in their teaching and research will reap personal benefits that are likely to be reflected in measurable outcomes, such as: research productivity, teaching effectiveness, sense of belonging, and growth.