IUSE/PFE:RED A&I - Sustainable TRansformation of Environmental engineering Education for Modern society (STREEM)

IUSE/PFE：红色 A

• 批准号: 2021608
• 负责人: Craig Woolard
• 金额: $ 99.58万
• 依托单位: Montana State University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2020
• 资助国家: 美国
• 起止时间: 2020-12-01 至 2025-11-30
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2021608&HistoricalAwards=false
• 关键词: IUSE; PFE; RED; A& Sustainable

Montana State University STREEM Project Public Abstract Today’s environmental challenges, such as access to clean water and energy, climate change, and treatment of pollution and waste, have an acute sense of urgency. There is broad recognition that solutions to these complex challenges will require environmental engineers to integrate concepts from engineering as well as the natural and physical sciences, social sciences, business, and communications to address the pressing challenges facing society at the individual, community, national, and global levels—across many sectors of the economy. The existing environmental engineering undergraduate curriculum common today in the US fails to provide graduates with sufficient real-world skills to meet these modern environmental challenges. The Department of Civil Engineering in the Norm Asbjornson College of Engineering at Montana State University (MSU) proposes to transform environmental engineering education by replacing current topic-focused course model with a four-year thematic thread curriculum that integrates technical, social, and economic competencies and provides students with repeated opportunities to address ill-defined, complex problems like those they will face as professionals. The project is aligned with the NSF’s Revolutionizing Engineering Departments (RED) program mission to catalyze revolutionary approaches to engineering education. As an Adaptation and Implementation (A&I) project, it builds off evidence-based organizational change strategies employed at other institutions, applies ground-breaking pedagogical methods in the project's local context, and propagates the transformation of engineering education.This project will develop an environmental engineering program around thematic threads of technical, social, and economic knowledge while developing a culture that rewards the use of best pedagogical practices for continuous professional formation throughout the undergraduate program. Faculty will facilitate the transfer of knowledge from basic math, science, and humanities courses into the integrated project-based curriculum using a variety of proven, high-impact education practices and pedagogies, such as inquiry- and project-based learning. First, faculty will apply a collaborative process to replace approximately 32 credits of topic-focused environmental engineering coursework, which would have been taken primarily in the final two years of the undergraduate program, with 32 credits of integrated courses distributed across the curriculum starting in the freshman year. These new courses will serve as the mechanism to integrate the concepts covered in the remaining topic-focused courses that still comprise most of the undergraduate curriculum. Second, faculty will develop appropriate problem-based learning activities for each year of the curriculum to provide students with practice solving a variety of open-ended and complex problems and gain experience in communication and teamwork. Each project will build the knowledge and values necessary to allow for continuous professional development. Finally, faculty will develop systems and procedures that institutionalize faculty coordination, knowledge sharing, and training in best teaching practices. Through this approach, the student experience will be transformed to one that develops an early, strong, and authentic engineering identity and provides the context and practice necessary for effective and continued independent learning. Improved student retention, diversity, and professional competencies will result. This project will furthermore provide a curriculum map for other environmental engineering programs that includes discipline-specific threads within integrated courses, assessment plans, and strategies for implementing collaborative teaching methods.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

蒙大拿州立大学STREEM项目公共摘要今天的环境挑战，如获得清洁的水和能源，气候变化，污染和废物的处理，有一个尖锐的紧迫感。 人们广泛认识到，这些复杂挑战的解决方案将需要环境工程师整合工程以及自然和物理科学，社会科学，商业和通信的概念，以解决社会在个人，社区，国家和全球层面面临的紧迫挑战。 现有的环境工程本科课程在美国今天普遍未能为毕业生提供足够的现实世界的技能，以满足这些现代环境的挑战。 蒙大拿州立大学（MSU）的Norm Asbjornson工程学院的土木工程系建议通过将当前以主题为中心的课程模式替换为四年的主题课程来改变环境工程教育，该课程整合了技术，社会和经济能力，并为学生提供了反复的机会来解决他们将面临的专业人士定义不清的复杂问题。 该项目与NSF的革命性工程部门（RED）计划使命保持一致，以促进工程教育的革命性方法。作为一个适应和实施（A& I）项目，它建立了其他机构采用的基于证据的组织变革战略，在项目的地方背景下应用开创性的教学方法，并宣传工程教育的转型。该项目将围绕技术，社会，和经济知识，同时发展一种文化，奖励在整个本科课程中使用最佳教学实践进行持续的专业形成。 教师将促进知识从基础数学，科学和人文课程转移到综合项目为基础的课程，使用各种经过验证的，高影响力的教育实践和教学法，如探究和基于项目的学习。 首先，教师将应用一个协作过程，以取代约32学分的主题为重点的环境工程课程，这将主要是在本科课程的最后两年，与32学分的综合课程分布在整个课程开始在大一。 这些新课程将作为一种机制，将剩余的以主题为中心的课程所涵盖的概念整合起来，这些课程仍然包括大部分本科课程。 第二，教师将为课程的每一年开发适当的基于问题的学习活动，为学生提供解决各种开放式和复杂问题的实践，并获得沟通和团队合作的经验。 每个项目将建立必要的知识和价值观，以允许持续的专业发展。最后，教师将制定制度和程序，使教师协调，知识共享和最佳教学实践培训制度化。 通过这种方法，学生的经验将转化为一个开发早期，强大和真实的工程身份，并提供有效和持续的独立学习所需的背景和实践。 提高学生的保留率，多样性和专业能力将导致。 该项目还将为其他环境工程项目提供课程地图，包括综合课程中的学科特定主题，评估计划和实施合作教学方法的策略。该奖项反映了NSF的法定使命，并被认为值得通过使用基金会的智力价值和更广泛的影响审查标准进行评估来支持。

项目成果

Implementing Integrated Project-Based Learning Outcomes in a 21st-Century Environmental Engineering Curriculum

在 21 世纪环境工程课程中实施基于项目的综合学习成果

• 发表时间: 2022
• 期刊: 2023 ASEE annual conference exposition
• 作者: Gallagher, S.;Phillips, A.;Lauchnor, E.;Hohner, A.;Stein, O. R.;Woolard, C. R.;Kirkland, C. M.;Plymesser, K
• 通讯作者: Plymesser, K

Developing and Integrated Environmental Engineering Curriculum

开发和整合环境工程课程

• 发表时间: 2022
• 期刊: 2022 ASEE Annual Conference & Exposition
• 作者: Woolard, C.;Kirkland, C.;Plymesser, K.;Phillips, A.;Gallagher, S.;Miley, M.;Intemann, K.;Lauchnor, E.;Schell, W.
• 通讯作者: Schell, W.