IUSE/PFE-RED: FACETS: Formation of Accomplished Chemical Engineers for Transforming Society

应对21世纪的重大挑战需要工程师成为批判性思考者、问题解决者，并能够理解他们工作所处的社会背景。对这些领域的学生进行教育需要采取多方面的方法，解决动机和身份认同问题，以确保劳动力多样化。新墨西哥大学化学与生物工程系(CBE)计划通过推出“为转型社会培养有成就的化学工程师”来改革本科教育。ACETS将通过(1)在以社区、工业、研究和/或创业为基础的核心课程中引入“CIRE”设计挑战；(2)开展专业发展机构，培训和指导教师和研究生；研讨会将由来自行业和国家实验室、来自学习科学、工程教育和多文化研究的专家领导，例如，新墨西哥州大学美洲土著人研究和奇卡诺/a研究主任；(3)创建一个数字徽章系统，将帮助学生掌握自己的能力，发展工程特性，使教师能够监测和评估学生的结果，并参与他们的教学研究。CIRE的设计挑战、数字徽章系统和实施计划将通过使用模块化方法传递给许多中型到大型机构。当地行业和社区合作伙伴将参与展示设计挑战，并鼓励创业思维。通过设计挑战利用社区参与将使学生发展他们的社会技术意识，并吸引不同的本地和农村人口进入工程。化学工程领域在过去的一个世纪里发展起来--起源于石油化工行业--但现在包括电子材料加工、药物生产和产品设计，如纳米、组织工程、纳米药物等。然而，化学工程本科核心课程并没有完全反映这种转变。为了重新定位化学工程，教育学生为未来的挑战做好准备，项目团队将创建和研究设计挑战和数字徽章。该项目以基于对工程教育的研究为基础的变革理论为基础，以一个广泛的研究问题为指导：一个带有设计挑战的数字徽章系统如何支持学生发展职业认同感，并将工程作为一个创新领域的理解？该项目将导致对如何吸引教师来支持不同学生在工程学上取得成功的新理解。它将导致该系的持续变革，包括：培养准备应对未来挑战的不同工程师的能力；与行业、国家实验室和社区的伙伴关系；以及如何改革本科教育的模式。

Addressing the grand challenges of the 21st century requires engineers who are critical thinkers, problem solvers, and able to understand the societal contexts in which they are working. Educating students in these areas requires a multi-faceted approach that addresses motivation and identity as a means to ensure a diverse workforce. The Department of Chemical and Biological Engineering (CBE) at the University of New Mexico plans to revolutionize undergraduate education by launching FACETS: Formation of Accomplished Chemical Engineers for Transforming Society. FACETS will revolutionize CBE by (1) introducing "CIRE" design challenges in the core curriculum that are Community-, Industry-, Research-, and/or Entrepreneurship-based; (2) conducting professional development institutes that will train and mentor faculty and graduate students; workshops will be led by experts from industry and national laboratories, from the learning sciences, from engineering education and multicultural studies, for example the directors of UNM Native American Studies and Chicano/a Studies, and (3) create a digital badging system will help students take ownership of their competencies and develop engineering identities and enable faculty to monitor and assess student outcomes and to engage in research on their teaching. The CIRE design challenges, digital badging system and implementation plan will be transferrable to many intermediate to large institutions through the use of a modular approach. Local industry and community partners will participate in presenting the design challenges and encourage entrepreneurial thinking. The use of community engagement through design challenges will engage students in developing their sociotechnical awareness and attract diverse, native and rural populations into engineering.The field of chemical engineering has evolved over the past century - originating in the petrochemical industries - but now includes electronic materials processing, pharmaceutical production and product design, such as nanoparticles, tissue engineering, nano-medicine, etc. However, the chemical engineering undergraduate core curriculum has not fully reflected this transformation. In order to reposition chemical engineering to educate students prepared for future challenges, the project team will create and study design challenges and digital badges. The project is underlain by a theory of change based on research on engineering education, guided by a broad research question: How can a digital badging system paired with design challenges support students to develop professional identity and an understanding of engineering as an innovative field? The project will result in new understanding of how to engage faculty to support diverse students to be successful in engineering. It will lead to sustained change in the department, including: the ability to prepare diverse engineers ready to solve the challenges of tomorrow; partnerships with industry, national labs and communities; and a model for how to revolutionize undergraduate education.