IUSE/PFE:RED A&I: Adapting and Implementing Interactive Problem-Driven Learning, Professional and Computational Skills Development for Early and Vertically-Integrated Engagement

IUSE/PFE：红色 A

• 批准号: 2022298
• 负责人: Donald Webster
• 金额: $ 100万
• 依托单位: Georgia Tech Research Corporation
• 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: 2020-09-15 至 2025-08-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2022298&HistoricalAwards=false
• 关键词: IUSE; PFE; RED; A&I; Adapting

This project will develop, implement, evaluate, and disseminate an approach to engage students early and on a continuing basis in Civil and Environmental Engineering (CEE) programs. It will build the project team's professional formation of engineers (PFE) approach around multiple strategies based upon student needs - as well as institutional and departmental priorities and goals. This approach will enhance students’ sense of belonging to the CEE profession, department, and major - augmenting student experiences, performance, and retention in CEE departments. The world needs more civil and environmental engineers to address 21st Century societal grand challenges including climate change, the increasing frequency and intensity of disasters, water quality degradation and scarcity, infrastructure renewal, urban congestion, and pandemics. This project will create safe environments for all CEE students, particularly women and underrepresented minorities, and improve their sense of belonging within the academic program and the profession. Moreover, it will graduate more CEE professionals with augmented capabilities to address society’s grand challenges. This project supports the overall goals of the RED program, including enhancing the professional formation of students and transforming the culture of the department.CEE programs across the nation struggle with retention of students, which stems from at least two major issues. First, CEE students do not begin to take courses in their major program until later in the curriculum to allow them to complete general engineering and non-engineering courses, such as math and science preparatory courses. This delayed engagement can lead to students feeling little sense of belonging in the program, having little understanding of the profession, and making little progress in constructing their professional identities - in the first two years of the program. Second, there are opportunities for CEE programs to continue modernizing, with ongoing technological change, to retain students who actively seek computational development. The objective of this RED grant is to develop an effective and scalable model to revolutionize CEE education through early and vertically integrated engagement. This project will create a spine of four mutually informing and highly interactive courses with vertically-integrated problem finding and problem solving. The courses will address society’s grand challenges and develop computational, teaming, and reflection skills. This project will lead to retention and graduation of civil and environmental engineers who are better equipped – technically, professionally, and socio-technically - to address society’s grand challenges. We will simultaneously implement faculty development initiatives to create more reflective and inclusive professors, and a workload model and teaching schedule to incentivize faculty engagement in large and interactive freshmen and sophomore courses. Further, we will create a Whole Person Education (WPE) award, and work with upper administration to develop a WPE metric for the faculty annual evaluation, as well as reappointment, promotion, and tenure processes. To accomplish these goals, this project will partner with Georgia Tech’s Biomedical Engineering RED Team to apply Schmader and Sedikides’ SAFE Model to improve the sense of belonging. This project also connects to Clemson University’s Civil Engineering RED Team to learn from their Arch framework for building technical and professional skills throughout the curriculum.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.

该项目将开发，实施，评估和传播一种方法，以尽早和环境工程（CEE）计划持续参与学生。它将根据学生需求以及机构和部门的优先事项和目标来建立项目团队的专业工程师（PFE）方法。这种方法将增强学生属于CEE专业，部门和主要的属性 - 增强CEE部门的学生体验，表现和保留。世界需要更多的民用和环境工程师来应对21世纪的社会巨大挑战，包括气候变化，灾难的频率和强度不断增加，水质退化和稀缺性，基础设施更新，城市充血和流行主义。该项目将为所有CEE学生，尤其是妇女和代表性不足的少数民族创造安全的环境，并改善其在学术计划和职业中的归属感。此外，它将毕业更多的CEE专业人员，具有增强能力，以应对社会的巨大挑战。该项目支持红色计划的整体目标，包括增强学生的专业形成和改变部门的文化。全国各地的计划与保持学生的保留斗争，这至少两个主要问题。首先，CEE学生直到课程后期才开始参加主要课程的课程，以允许他们完成通用工程和非工程课程，例如数学和科学准备课程。在该计划的前两年中，这种延迟的参与可能会导致学生对该计划的归属感不大，对职业的了解很少，并且在构建专业身份方面几乎没有取得进展。其次，CEE计划有机会继续现代化，并进行持续的技术变革，以保留积极寻求计算发展的学生。这项红色赠款的目的是开发一个有效且可扩展的模型，以通过早期和垂直整合的参与度彻底改变CEE教育。该项目将创建四个相互通知和高度互动课程的脊柱，并垂直整合问题发现和解决问题。这些课程将应对社会的巨大挑战，并发展计算，团队和反思技能。该项目将导致公民和环境工程师的保留和毕业，他们在技术，专业和社会技术方面都有更好的设备，以应对社会的巨大挑战。我们将仅实施教师​​发展计划，以创建更多的反思性和包容性教授，以及工作量模型和教学时间表，以激励大型和互动的新生和大二学生课程的教师参与。此外，我们将创建一个全人教育（WPE）奖，并与上级政府合作为教职员工年度评估以及响应，晋升和任期过程开发WPE指标。为了实现这些目标，该项目将与佐治亚理工学院的生物医学工程红色团队合作，以应用Schmader和Sedikides的安全模型来改善归属感。该项目还与克莱姆森大学的土木工程红色团队联系起来，从他们的拱门框架中学习，以在整个课程中建立技术和专业技能。本奖反映了NSF的法定任务，并通过使用基金会的知识分子优点和更广泛的影响来评估标准。

项目成果

Early Engagement and Vertically-Integrated Learning: Developing Holistic and Entrepreneurially-Minded Engineers

早期参与和垂直整合学习：培养全面和具有创业精神的工程师

• 发表时间: 2022
• 期刊: American Society for Engineering Education
• 作者: Zerbe, E.;Amekudzi-Kennedy, A.;Haas, K.;Grubert, E.;Burns, S.;Russell, A.;Tien, I.;Watkins, K.;Koon, J.;Simon, R.
• 通讯作者: Simon, R.