IUSE/PFE:RED: Revolutionizing Engineering Education through Industry Immersion and a Focus on Identity

IUSE/PFE:RED：通过行业沉浸和对身份的关注彻底改变工程教育

• 批准号: 1730354
• 负责人: Teodora Shuman
• 金额: $ 186.15万
• 依托单位: Seattle 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: 2017-07-01 至 2023-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1730354&HistoricalAwards=false
• 关键词: IUSE; PFE; RED; Revolutionizing; Engineering

The culture of a program or department plays a significant role in effective, inclusive, and innovative STEM education. Despite immense efforts to diversify the student body in engineering programs, research suggests that department culture continues to challenge engineering education and the educators who are preparing the next generation of engineers. For example, too often engineering departments reflect a narrow, stereotypical view of what it means to be an engineer. Women and other underrepresented minorities who do not fit this view do not identify with engineering and this can lead to dissatisfaction and disengagement. This project implements a unique educational experience where students and faculty are immersed in a culture of doing engineering with industry engineers that in turn fosters an identity of being an engineer. This new culture will be created through a shared department vision and a deep immersion in industry and engineering practice. Some of the changes include faculty participation in industry, makeathons that connect industry professionals with students, and changes in how the department prioritizes teaching, student research, industry connections, and faculty mentoring. Along with these activities, this project serves to investigate the effects of this new culture on the identity of students and faculty, and how these identity changes affect students' engagement, performance, and commitment to engineering. Identity describes who people think they are, what they think they can do and be, and where and with whom they think they belong. It is a pivotal factor in one's commitment and persistence in engineering, notably for women and minorities. Identity development is a social process realized through culture. Understanding how identities affect students, particularly females, could transform how we teach STEM K-16. Such knowledge will allow educators to target activities that produce the strongest effect on identity and be mindful of those that negatively impact identity. The result is better retention for a more diverse student body.More specifically, during the project, changes to the engineering program and to student and faculty identities will be monitored through interviews, surveys, and many other tools. Results of the study will lead to a clearer understanding of the changes that promote engineering identities, particularly in women, and how such identities affect students' sense of belonging in a program and their persistence in the major. The study will also lead to a better understanding of the factors that influence faculty identity, and how these richer identities affect how they view their roles and their students. Key activities of this project include: (1) the creation of opportunities for students to do realistic engineering, (2) an industry immersion experience for faculty and teacher training, (3) revising the curriculum to include connections to practice, (4) and implementing reflection and portfolios for assessment of professional engineering identity development. In the curriculum, this immersion will be achieved by integrating experiential learning throughout as the connecting thread. Housed in a mechanical engineering department, this project has the potential to impact engineering education by offering a model and best practices in which the engineering identities of students and faculty can be transformed by the immersion in real-world engineering. This project is jointly funded by the Division of Undergraduate Education; the Division of Engineering Education and Centers; the Division of Civil, Mechanical and Manufacturing Innovation; the Division of Electrical, Communications and Cyber Systems; and the Division of Industrial Innovation and Partnerships; reflecting the alignment of this project with the respective goals of the divisions and their programs.

一个项目或部门的文化在有效，包容和创新的STEM教育中发挥着重要作用。 尽管做出了巨大的努力，使工程项目的学生群体多样化，但研究表明，部门文化继续挑战工程教育和培养下一代工程师的教育工作者。例如，工程部门往往反映了一个狭隘的，刻板的看法是什么意思是一个工程师。不符合这一观点的妇女和其他代表性不足的少数群体不认同工程学，这可能导致不满和脱离。该项目实施了一个独特的教育体验，学生和教师沉浸在与行业工程师一起做工程的文化中，从而培养了工程师的身份。这种新的文化将通过共同的部门愿景和在行业和工程实践中的深度沉浸来创建。一些变化包括教师参与行业，将行业专业人士与学生联系起来的makeathons，以及该部门如何优先考虑教学，学生研究，行业联系和教师指导的变化。 沿着这些活动，本项目旨在调查这种新文化对学生和教师身份的影响，以及这些身份的变化如何影响学生的参与，表现和对工程的承诺。身份描述了人们认为他们是谁，他们认为他们可以做什么和成为什么，以及他们认为他们属于哪里和谁。这是一个人对工程的承诺和坚持的关键因素，特别是对妇女和少数民族来说。身份发展是一个通过文化实现的社会过程。了解身份如何影响学生，特别是女性，可以改变我们教STEM K-16的方式。这种知识将使教育工作者能够针对对身份产生最大影响的活动，并注意到对身份产生负面影响的活动。更具体地说，在项目期间，工程项目以及学生和教师身份的变化将通过访谈，调查和许多其他工具进行监控。研究结果将导致更清楚地了解促进工程身份的变化，特别是在女性中，以及这些身份如何影响学生在课程中的归属感和他们对专业的坚持。这项研究还将导致更好地了解影响教师身份的因素，以及这些更丰富的身份如何影响他们如何看待自己的角色和学生。该项目的主要活动包括：（1）为学生创造机会做现实的工程，（2）教师和教师培训的行业沉浸式体验，（3）修改课程，包括连接到实践，（4）和实施反思和投资组合评估专业工程身份发展。 在课程中，这种沉浸将通过整合体验式学习作为连接线来实现。该项目位于机械工程系，有可能通过提供一个模型和最佳实践来影响工程教育，在这个模型和最佳实践中，学生和教师的工程身份可以通过沉浸在现实世界的工程中来转变。该项目由本科教育部联合资助;工程教育和中心部;土木，机械和制造业创新部;电气，通信和网络系统部;和工业创新与合作伙伴关系部;反映了该项目与各部门及其计划的各自目标的一致性。

项目成果

Cultivating a Culture to Foster Engineering Identity

培养一种文化来培养工程形象

• 发表时间: 2022
• 期刊: 2022 ASEE Annual Conference & Exposition
• 作者: Han, Y.-L.;Cook, K.;Mason, G.;Shuman, T.R.;and Turns, J.
• 通讯作者: and Turns, J.

Lessons Learned: Making the “New Reality” More Real: Adjusting a Hands-on Curriculum for Remote Learning

经验教训：让“新现实”更加真实：调整远程学习的实践课程

• 发表时间: 2021
• 期刊: ASEE annual conference
• 作者: Han, Y.;Hamel, J. M.;Strebinger, C.;Mason, G.;Cook, K. E.;Shuman, T. R.
• 通讯作者: Shuman, T. R.

Designing a Toolkit for Dissemination

设计传播工具包

• DOI: 10.1109/fie58773.2023.10342984
• 发表时间: 2023
• 期刊: IEEE
• 作者: Turns, Jennifer;Cook, Kathleen E.;Shuman, Teodora Rutar;Han, Yen-lin;Mason, Greg
• 通讯作者: Mason, Greg

Work in progress: Designing a sustainable mechanism for discursively navigating change

正在进行的工作：设计一个以话语方式引导变革的可持续机制

• 发表时间: 2022
• 期刊: Proceedings ASEE annual conference
• 作者: Turns, J.;Han, Y.-L.;Cook, K.;Mason, G.;and Shuman, T.R.
• 通讯作者: and Shuman, T.R.

Building Design Experience and a Greater Sense of Community through an Integrated Design Project

通过集成设计项目构建设计体验和更强的社区意识

• DOI: 10.1109/fie49875.2021.9637480
• 发表时间: 2021
• 期刊: Proceedings Frontiers in Education Conference
• 作者: Hamel, J.;Strebinger, C.;Gilbertson, E.;Han, Y.-L.;Cook, K.;Mason, G.;Shuman, T.R.
• 通讯作者: Shuman, T.R.