IUSE/PFE:RED: Clemson University: Learning Teams and Innovation Ventures for Adaptable Training in Engineering (CULTIVATE)

IUSE/PFE:RED：克莱姆森大学：适应性工程培训的学习团队和创新企业 (CULTIVATE)

• 批准号: 1730576
• 负责人: Jennifer Ogle
• 金额: $ 199.93万
• 依托单位: Clemson 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: 2017-07-15 至 2023-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1730576&HistoricalAwards=false
• 关键词: IUSE; PFE; RED; Clemson; University

Academic departments are complex, knowledge-intensive social systems of interacting and interdependent agents (e.g., students, faculty, and staff). Complexity theorists describe such systems as social networks that are continuously reconstructed as agents within the network interact and influence one another. Complexity leadership theorists develop strategies for managing such social systems to guide this dynamic and to improve the social network and its agents. When effectively led, these social systems can create a shared vision and collective impetus for action, producing new patterns of behavior or new modes of operating. Guided by these principles, this NSF IUSE/PFE:RED project aims to transform the academic culture of the Glenn Department of Civil Engineering at Clemson University so that the faculty and students of the program can better meet the changing societal needs of the 21st century. Few, if any, studies have explored emergent behavior in complex, dynamic social networks and the capacity of these networks to initiate and sustain change in departmental cultures; informed research on the emergence of innovative ideas toward change; evaluated the influence of social networks on innovative capacity of individual members; or provided a useful case for academic departments looking to make similar transformations. Therefore, this study has the potential to make a significant contribution to the literature as it focuses on understanding and communicating the underlying dynamics that explain why and how change occurs in a social system, how continuous change can be sustained, and how similar change strategies can be implemented elsewhere. Validated at Clemson, this change framework is to be disseminated to other engineering departments nationwide, including 60 ABET-accredited civil engineering departments. Hence, the potential societal impacts of the project include a cultural shift in civil engineering education across the nation to produce a new breed of civil engineers capable of creating solutions for 21st-century problems that are posing unprecedented threats to our society.With the aim of creating a low-cost, scalable, replicable academic change framework informed by complexity leadership theory, this project undertakes three tactics. Tactic 1 involves transforming our curriculum to create new faculty/student interactions and interdependencies via heterogeneous teams to create an environment ripe for the emergence of innovative ideas. This tactic aims to create a curricular scaffold that weaves the coursework both vertically and horizontally through carefully designed, socially-relevant, practically meaningful problem statements with input from project stakeholders and oversight from government partners. This tactic is envisioned to disrupt the status quo and facilitate new forms of interaction among students, faculty, and professionals. Tactic 2 involves transforming the departmental structure and culture to promote innovation through a collective impetus for change resulting from new faculty-faculty interactions and dependencies. The project team uses a soft-wired organizational structure to create conditions conducive for the emergence of complex, dynamic collaborations among faculty to enable innovation and rapid adaptation. Rather than organizing around the solutions faculty can offer, soft-wiring enables the faculty to organize around the societal problems they can solve, leading to flexible, hybrid teaching formats. Tactic 3 involves tactful utilization of discomfort and tension in Discomfort Zone gatherings to create a shared vision for transformation among all engineering departments at Clemson. The intellectual merit of this project focuses on creating an academic culture of innovation and adaptability, which is a prerequisite for sustainable change. The use of complexity leadership theory in an academic setting and the collection of longitudinal data on the emergent outcomes it predicts fill an important knowledge gap in the pertinent literature. 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.

学术院系是复杂的、知识密集型的社会系统，由相互作用和相互依赖的主体（如学生、教师和员工）组成。复杂性理论家将这样的系统描述为不断重构的社会网络，因为网络中的代理相互作用并相互影响。复杂性领导理论提出了管理这种社会系统的策略，以指导这种动态，并改善社会网络及其代理人。如果得到有效领导，这些社会系统可以创造共同的愿景和集体的行动动力，产生新的行为模式或新的运作模式。在这些原则的指导下，这个NSF IUSE/PFE:RED项目旨在改变克莱姆森大学格伦土木工程系的学术文化，使该项目的教师和学生能够更好地满足21世纪不断变化的社会需求。很少有研究探索复杂、动态的社会网络中的突发行为，以及这些网络在部门文化中发起和维持变革的能力；关于变革的创新思想出现的知情研究；评价了社会网络对个体成员创新能力的影响；或者为寻求进行类似转型的学术部门提供了一个有用的案例。因此，这项研究有可能对文献做出重大贡献，因为它专注于理解和传达解释社会系统中变化发生的原因和方式的潜在动态，如何持续持续的变化，以及如何在其他地方实施类似的变化策略。在克莱姆森大学验证后，这一变化框架将被传播到全国其他工程部门，包括60个abet认证的土木工程部门。因此，该项目的潜在社会影响包括全国土木工程教育的文化转变，培养能够为21世纪的问题创造解决方案的新型土木工程师，这些问题对我们的社会构成了前所未有的威胁。以创建一个低成本、可扩展、可复制的学术变革框架为目标，该项目采用了三种策略。策略1包括改变我们的课程，通过异质团队创造新的师生互动和相互依赖，为创新思想的出现创造成熟的环境。这种策略旨在创建一个课程框架，通过精心设计的、与社会相关的、有实际意义的问题陈述，以及项目利益相关者的投入和政府合作伙伴的监督，纵向和横向地编织课程作业。这种策略旨在打破现状，促进学生、教师和专业人员之间的新形式的互动。策略2涉及转变部门结构和文化，通过新的教师之间的互动和依赖所产生的变革的集体动力来促进创新。项目团队采用软连接的组织结构，为教师之间复杂、动态的合作创造有利条件，以实现创新和快速适应。软连接使教师能够围绕他们可以解决的社会问题进行组织，而不是围绕教师可以提供的解决方案进行组织，从而形成灵活的混合教学形式。策略3包括巧妙地利用不适区聚会中的不适和紧张，在克莱姆森的所有工程部门中创造一个共同的转型愿景。这个项目的智力价值在于创造一种创新和适应性强的学术文化，这是可持续变革的先决条件。在学术环境中使用复杂性领导理论，并收集其预测的紧急结果的纵向数据，填补了相关文献中的重要知识空白。本项目由本科教育司联合资助；工程教育与中心事业部、土木、机械与制造创新事业部；电气、通信和网络系统司；工业创新与合作司；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

Neurodivergent Engineering Students’ Sense of Belonging at the University, Major, and Course Levels: A Mixed Methods Study

神经发散型工程专业学生在大学、专业和课程层面的归属感：混合方法研究

• 发表时间: 2024
• 期刊: 2023 ASEE Annual Conference and Exposition
• 作者: Bolding, Candice Wicker;O'Hara, Robert;Edwards, Penny;and Mulholland, Katherine
• 通讯作者: and Mulholland, Katherine

Developing Inclusive Engineers: Teaching Peer-Mentors Principles of Equity and Inclusion

培养包容性工程师：向同伴导师传授公平和包容性原则

• 发表时间: 2020
• 期刊: 2020 ASEE Annual Conference & Exposition
• 作者: Ogle, Jennifer H.;Bolding, Candice W.;Lloyd, Juliann A.;and Wade, Logan C.
• 通讯作者: and Wade, Logan C.

Effect of the COVID-19 Pandemic on the Sense of Belonging in Higher Education for STEM Students in the United States and Mexico

• DOI: 10.3390/su142416627
• 发表时间: 2022-12-01
• 期刊: SUSTAINABILITY
• 影响因子: 3.9
• 作者: Moran-Soto, Gustavo;Marsh, Aradaryn;Benson, Lisa C.
• 通讯作者: Benson, Lisa C.

Engaging Civil Engineering Students by Exposing them to a “Capstone-like” Experience in their Sophomore Year: A Case Study

通过让土木工程专业的学生在大二时体验“顶点式”体验来吸引他们：案例研究

• 发表时间: 2020
• 期刊: 2020 ASEE Annual Conference & Exposition
• 作者: Sarasua, Wayne;Kaye, Nigel B.;Ogle, Jennifer H.;Benaissa, Mehdi N.;Benson, Lisa;Putman, Bradley J.;and Pfirman, Aubrie L.
• 通讯作者: and Pfirman, Aubrie L.

Understanding Needs of Undergraduate Engineering Students Who View Degree Attainment as ”Transactional”

了解将获得学位视为“交易性”的本科工程生的需求

• 发表时间: 2023
• 期刊: 2023 ASEE Annual Conference and Exposition
• 作者: Sheppard, M.;Benson, L.
• 通讯作者: Benson, L.