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，让学生尽早并持续参与土木与环境工程（CEE）课程。它将根据学生的需求以及机构和部门的优先事项和目标，围绕多种策略建立项目团队的工程师专业形成（PFE）方法。这种方法将提高学生对CEE专业，部门和主要的归属感-增强学生的经验，表现和保留在CEE部门。 世界需要更多的土木和环境工程师来应对21世纪的社会重大挑战，包括气候变化，灾害频率和强度的增加，水质退化和稀缺，基础设施更新，城市拥堵和流行病。 该项目将为所有中欧和东欧学生，特别是妇女和代表性不足的少数民族创造安全的环境，并提高他们在学术课程和职业中的归属感。 此外，它将使更多的中东欧专业人员毕业，增强应对社会重大挑战的能力。 该项目支持RED计划的总体目标，包括提高学生的专业形成和改变部门的文化。全国各地的CEE计划与学生的保留斗争，这至少源于两个主要问题。 首先，CEE学生不开始采取在他们的主要程序，直到后来在课程，让他们完成一般工程和非工程课程，如数学和科学预科课程的课程。 这种延迟的参与可能会导致学生在课程中缺乏归属感，对专业缺乏了解，在课程的前两年，在构建专业身份方面几乎没有进展。 其次，随着持续的技术变革，CEE项目有机会继续现代化，以留住积极寻求计算发展的学生。 该RED补助金的目标是开发一种有效且可扩展的模式，通过早期和垂直整合的参与来彻底改变CEE教育。 这个项目将创建一个脊柱四个相互通报和高度互动的课程与垂直整合的问题发现和解决问题。 这些课程将解决社会的重大挑战，并发展计算，团队合作和反思技能。 该项目将导致保留和毕业的土木和环境工程师谁是更好地装备-技术，专业和社会技术-以解决社会的重大挑战。 我们将同时实施教师发展计划，以创造更多的反思和包容性的教授，以及工作量模型和教学时间表，以激励教师参与大型和互动的大一和大二课程。此外，我们将创建一个全人教育（WPE）奖，并与上级管理部门合作，为教师年度评估制定一个WPE指标，以及重新任命，晋升和终身教职流程。为了实现这些目标，该项目将与格鲁吉亚理工学院的生物医学工程RED团队合作，应用Schmader和Sedikides的SAFE模型来提高归属感。 该项目还与克莱姆森大学的土木工程RED团队建立了联系，以学习他们的Arch框架，在整个课程中培养技术和专业技能。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

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.