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Collaborative Research: Reform and Governance in Engineering Education

合作研究：工程教育改革与治理

基本信息

批准号：
1655750
负责人：
Donna Riley
金额：
$ 15.25万
依托单位：
Virginia Polytechnic Institute and State University
依托单位国家：
美国
项目类别：
Standard Grant
财政年份：
2017
资助国家：
美国
起止时间：
2017-08-15 至 2018-02-28
项目状态：
已结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=1655750&HistoricalAwards=false
关键词：
Collaborative Research Reform Governance Engineering

项目摘要

This project addresses the ways in which the structure of the engineering profession, and its institutional makeup, both enable and limit efforts to shape and reshape engineering education as practiced within the United States. The study is both historical and contemporary. It examines the broad history of the different ways in which improvements and regulations have impacted engineering education, from the early Progressive Era educational reform traditions built around surveying and reporting on best practices, to the latest form of accreditation regime built around student learning outcomes. In addition to exploring the historical origins of these different approaches to governing engineering education, the project will interview engineering educators, educational policymakers, and professional engineers in order to understand policymaking and accreditation functions within contemporary institutional settings. The project will contribute to understanding STEM workforce development by providing engineering educators and policymakers with the ability to better shape and control our system of engineering education. This will have broad impact on our ability to effectively train a skilled STEM workforce in an increasingly competitive global arena.In pursuing this work, the project both draws on and contributes to a diverse literature, including but not limited to those of the sociology of the professions, organizational sociology, and the sociology of science and engineering. Using interview methods as well as historical records, this project will assemble precise descriptions of the ways in which different institutions and stakeholders engage those occupying different positions within engineering professional societies; licensing bodies; accreditation agencies; and engineering education institutions (public and private universities; general universities, engineering schools, and embedded STEM programs within liberal arts colleges and minority serving institutions). Formal techniques for analyzing the interview transcripts (content analysis) will be utilized to bring forth accurate characterizations of how different players both contribute to and navigate through the complex institutional ecology for engineering education in the United States. This formal understanding will be instrumental to the effective governance of engineering education in the US context.

这个项目解决了工程专业的结构，其机构组成，既使和限制努力塑造和重塑工程教育的方式，在美国实行。这项研究既是历史的，也是当代的。它探讨了不同的方式，其中改进和法规影响了工程教育的广泛历史，从早期的进步时代教育改革传统建立在调查和报告的最佳实践，以认证制度的最新形式建立在学生的学习成果。除了探索这些不同的方法来管理工程教育的历史渊源，该项目将采访工程教育工作者，教育决策者和专业工程师，以了解决策和认证功能在当代机构设置。该项目将通过为工程教育工作者和政策制定者提供更好地塑造和控制我们的工程教育体系的能力，有助于理解STEM劳动力的发展。这将对我们在竞争日益激烈的全球竞技场中有效培训熟练的STEM劳动力的能力产生广泛的影响。在追求这项工作的过程中，该项目既借鉴又有助于多样化的文献，包括但不限于专业社会学，组织社会学和科学与工程社会学。利用访谈方法和历史记录，本项目将对不同机构和利益相关者如何与工程专业协会、许可机构、认证机构和工程教育机构中担任不同职位的人员进行接触进行精确描述（公立和私立大学;普通大学、工程学院以及文科学院和少数民族服务机构中的嵌入式STEM项目）。正式的技术分析面试成绩单（内容分析）将被用来带来如何不同的球员都有助于和导航通过复杂的制度生态在美国工程教育的准确表征。这种正式的理解将有助于工程教育的有效治理在美国的情况下。