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

解决21世纪的巨大挑战需要工程师谁是批判性的思想家，问题解决者，并能够理解他们正在工作的社会背景。在这些领域教育学生需要采取多方面的方法，解决动机和身份问题，以此作为确保多样化劳动力的手段。新墨西哥大学化学与生物工程系（CBE）计划通过推出“facet：为社会转型培养有成就的化学工程师”来革新本科教育。facet将通过以下方式彻底改变CBE:(1)在核心课程中引入基于社区、行业、研究和/或创业的“CBE”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、学习科学、工程教育和多元文化研究的专家领导，例如新墨西哥大学印第安人研究和墨西哥裔美国人研究的主任。(3)创建一个数字徽章系统，帮助学生掌握自己的能力，培养工程身份，使教师能够监控和评估学生的成果，并参与教学研究。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转移到许多中型到大型机构。当地工业和社区合作伙伴将参与介绍设计挑战并鼓励创业思维。通过设计挑战使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得到了发展——起源于石油化学工业——但现在包括电子材料加工、制药生产和产品设计，如纳米颗粒、组织工程、纳米医学等。然而，化工本科核心课程并没有充分体现这一转变。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。该项目以基于工程教育研究的变革理论为基础，并以一个广泛的研究问题为指导：与设计挑战相结合的数字徽章系统如何支持学生发展专业身份和对工程作为创新领域的理解？该项目将对如何让教师参与支持不同学生在工程领域取得成功产生新的理解。这将导致该部门的持续变化，包括：培养多样化工程师的能力，为解决未来的挑战做好准备；与工业界、国家实验室和社区建立伙伴关系；也是改革本科教育的典范。

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.