Transforming Undergraduate Learning to Enhance Innovation for a Changing World

转变本科学习以增强创新，应对不断变化的世界

• 批准号: 2044288
• 负责人: Greg Strimel
• 金额: $ 29.58万
• 依托单位: Purdue University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2021
• 资助国家: 美国
• 起止时间: 2021-01-15 至 2024-12-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2044288&HistoricalAwards=false
• 关键词: Transforming; Undergraduate; Learning; Enhance; Innovation

This project aims to serve the national interest by developing a new model for designing and delivering innovation-focused undergraduate STEM education. Undergraduate education today is typically fractured into multiple different colleges and departments. As a result, students often have limited opportunities to develop important skills, such as innovating in multidisciplinary teams, considering human elements in problem-solving, and transforming ideas into reliable investments of time and resources. To make such opportunities more available, this Level 1 Institutional and Community Transformation project aims to build a transdisciplinary, scalable model for innovation-focused undergraduate learning that crosses academic units and student majors. This model will include a student-centered, cross college/department community of practice to design and co-teach innovation-focused undergraduate courses. A key feature of the project is collaboration among academic units to develop courses that include engineering/technology/design issues, the human and cultural interface of liberal arts/social sciences, and the economic perspectives of business management. This context is expected to focus student learning on real problems in ways that span courses and course levels. The project will simultaneously study institutional barriers to this change in undergraduate education. Taken as a whole, the project may yield insights and suggest next steps for other institutions that seek to engage in large-scale educational transformations. This project is designed to leverage strengths of Purdue University’s Polytechnic Institute, College of Liberal Arts, and Krannert School of Management to create leading-edge, innovation-focused undergraduate learning experiences. First, the project will implement a design-based research approach to create, test, and refine an educational model for transforming traditional siloed undergraduate learning experiences into experiences that span across disciplines and academic departments/individual courses. This model is expected to provide the institutional structure for achieving transformative undergraduate learning through the implementation of evidence-based practices. Synergistically, the community of practice, which includes faculty, administrators, and community partners, is intended to provide an environment that will nourish student learning and support their innovative ideas. The project will use ethnographic methods to examine university change processes, identify best practices to guide institutional transformation, develop methods for co-teaching courses across units, and examine ways to reach larger audiences and sustain learning over time. The project centers on the hypothesis that a cross-college approach to transformation that focuses on expanding the practice of innovation across campus boundaries will better prepare next generation STEM innovators. The project also seeks to address the current need for rapid and profound changes in higher education, which makes conditions more favorable for institutional transformation. The data collected through this project will help provide a better understanding of the enablers and obstacles for different academic units to jointly develop new undergraduate educational models. The NSF IUSE: EHR Program supports research and development projects to improve the effectiveness of STEM education for all students. Through the Institutional and Community Transformation track, the program supports efforts to transform and improve STEM education across institutions of higher education and disciplinary communities.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.

该项目旨在通过开发一种新的模式来设计和提供以创新为重点的本科STEM教育，从而为国家利益服务。今天的本科教育通常分为多个不同的学院和部门。 因此，学生发展重要技能的机会往往有限，例如在多学科团队中进行创新，在解决问题时考虑人的因素，以及将想法转化为可靠的时间和资源投资。为了使这样的机会更容易获得，这个1级机构和社区转型项目旨在建立一个跨学科的，可扩展的模式，为创新为重点的本科学习，跨越学术单位和学生专业。这种模式将包括一个以学生为中心的跨学院/系的实践社区，以设计和共同教授以创新为重点的本科课程。 该项目的一个主要特点是学术单位之间的合作，开发课程，包括工程/技术/设计问题，人文学科/社会科学的人文界面，以及企业管理的经济视角。 这种情况下，预计将集中学生学习的方式，跨越课程和课程水平的真实的问题。 该项目将同时研究本科教育中这种变化的体制障碍。作为一个整体，该项目可能会产生见解，并为寻求从事大规模教育改革的其他机构提出下一步措施。该项目旨在利用普渡大学理工学院，文科学院和Krannert管理学院的优势，创造领先的，以创新为重点的本科学习体验。首先，该项目将实施一种基于设计的研究方法，以创建、测试和完善一种教育模式，将传统的孤立的本科学习体验转化为跨越学科和学术部门/个别课程的体验。这一模式预计将提供通过实施循证实践实现变革性本科学习的体制结构。 协同，实践社区，其中包括教师，管理人员和社区合作伙伴，旨在提供一个环境，将滋养学生的学习和支持他们的创新想法。该项目将使用人种学方法来研究大学的变革过程，确定指导机构转型的最佳做法，制定跨单位共同教学课程的方法，并研究如何接触更多的受众并随着时间的推移保持学习。该项目的核心假设是，跨学院的转型方法，重点是扩大跨校园边界的创新实践，将更好地准备下一代STEM创新者。该项目还力求满足目前对高等教育进行迅速和深刻变革的需要，这将为体制改革创造更有利的条件。通过本项目收集的数据将有助于更好地了解不同学术单位联合开发新的本科教育模式的推动因素和障碍。NSF IUSE：EHR计划支持研究和开发项目，以提高所有学生STEM教育的有效性。通过机构和社区转型的轨道，该计划支持的努力，以改变和改善高等教育机构和学科社区的STEM教育.这个奖项反映了NSF的法定使命，并已被认为是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支持.

项目成果

Design Sketching: A Newfound Skill

设计草图：一项新发现的技能

• 发表时间: 2022
• 期刊: Technology and engineering teacher
• 作者: Kelley, T.;Chandler, T.;Lu, T.
• 通讯作者: Lu, T.

Democratizing the Practices of Design and Innovation through Transdisciplinary Coursework

通过跨学科课程使设计和创新实践民主化

• 发表时间: 2023
• 期刊: Review directory American Society for Engineering Education
• 作者: Thorne, S.;Strimel, G.
• 通讯作者: Strimel, G.

Design & Technology Education: What can we do to Influence Transdisciplinary Undergraduate Learning?

设计

• 发表时间: 2023
• 期刊: The 40th International Pupils’ Attitudes Towards Technology Conference Proceedings 2023
• 作者: Strimel, G.;Lucas, D.
• 通讯作者: Lucas, D.

Moving Toward Transdisciplinary Learning Around Topics of Convergence: Is it really Possible in Higher Education Today?

围绕融合主题迈向跨学科学习：在当今的高等教育中真的可能吗？

• 发表时间: 2023
• 期刊: Review directory American Society for Engineering Education
• 作者: Strimel, G.;Pruim, D.;Briller, S.;Martinez, R.;Lucas, D.;Kelley, T.;Sohn, J.
• 通讯作者: Sohn, J.

Credit that Counts: The Facilitator Model for Dual-Credit First Year Design Coursework

重要的学分：双学分第一年设计课程的促进者模型

• 发表时间: 2022
• 期刊: Review directory American Society for Engineering Education
• 作者: Thorne, S.