Facilitating Remote Electrical and Computer Engineering Teaching: Seizing the Moment with Project RECET

促进远程电气与计算机工程教学：利用 RECET 项目抓住时机

• 批准号: 2133653
• 负责人: Mihail Devetsikiotis
• 金额: $ 9.99万
• 依托单位: Electrical and Computer Engineering Department Heads Association
• 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: 2021-09-01 至 2023-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2133653&HistoricalAwards=false
• 关键词: Facilitating; Remote; Electrical; Computer; Engineering

The overall goal of Project RECET (Remote Electrical and Computer Engineering Teaching) is to help provide quality ECE education when fully online, and explore issues associated with blended online and in-person instruction for the future. Prior to the COVID-19 pandemic, online and online compatible techniques for teaching Electrical and Computer Engineering (ECE) were not widely deployed across US ECE Departments. As ECE educators and students became more experienced with remote education during 2020 and 2021, they learned that the choice between face-to-face and online instruction is not an either-or proposition. Most instructors and institutions have come to realize that what COVID required them to do should become at least part of the new normal to realize the best possible learning environment for their students. They have also learned the value of actively sharing course content with other institutions and industry. Project RECET will help disseminate materials, strategies, and best practices that will have a significant impact on the ECE Community across all levels of education and be an engine for both short- and long-term change in the ECE education enterprise. Online infrastructure, workshops, tutorials, and other support activities will be managed by the ECE Department Heads Association (ECEDHA), a neutral non-profit organization whose members include most US ECE departments. ECEDHA also maintains close working relationships with industry leaders. The scope of the initial RECET roll out will be limited to introductory analog and digital circuits courses, but a key goal of the project is to prepare to scale up to a comprehensive activity that supports the complete breadth of the ECE curriculum and can be adopted by other engineering disciplines.The team hypothesizes that there is a large and growing cohort of ECE instructors and practicing engineers who see the value of freely sharing online relevant course content they have developed with all ECE programs. The team also hypothesizes that a significant number of institutions will adopt fully online ECE instruction--including labs--if contributed course content is well organized, supported by an independent neutral organization that is not solely affiliated with any one university or company, content is tagged through a joint academy-industry process, content is minimally branded, and adequate training and support infrastructure is provided. This collective approach can begin a fundamental cultural shift in which ECE programs more fully utilize the evidence-based research from the engineering education community and industry is more directly engaged in ECE student learning. The results from this study will help prepare ECE departments nationally to deploy remote learning experiences that will improve student understanding and better prepare them for success in industry. There are two principal outcomes expected of a successful effort. One is the product (an online content collection), and the other is the process by which the product will have been created, maintained, socialized, and owned. If the effort is successful, the content collection will be compatible with, and invite participation by, all ECE departments across the diverse US ECE ecosystem and will identify a roadmap for translating the same successes to other engineering disciplines. The process will also nurture a trans-institutional culture in which US ECE faculty members work as members of a national community beyond their local department. The impact of engineering education research on ECE education will also be increased. A final potential broader impact is that a successful project will identify a roadmap for translating the same successes to other engineering disciplines, beyond ECE.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.

项目RECET（远程电气和计算机工程教学）的总体目标是在完全在线时帮助提供高质量的ECE教育，并探索与未来混合在线和面对面教学相关的问题。在COVID-19大流行之前，用于教授电气和计算机工程（ECE）的在线和在线兼容技术并未在美国ECE部门广泛部署。随着幼儿教育工作者和学生在2020年和2021年对远程教育的经验越来越丰富，他们了解到面对面和在线教学之间的选择不是一个非此即彼的命题。大多数教师和机构已经意识到，COVID要求他们做的事情至少应该成为新常态的一部分，以便为学生提供最好的学习环境。他们还了解到与其他机构和行业积极分享课程内容的价值。RECET项目将帮助传播材料、战略和最佳做法，这些材料、战略和最佳做法将在各级教育中对欧洲经委会社区产生重大影响，并成为欧洲经委会教育事业短期和长期变革的动力。在线基础设施、研讨会、教程和其他支持活动将由欧洲经委会部门负责人协会（ECEDHA）管理，ECEDHA是一个中立的非营利组织，其成员包括大多数美国欧洲经委会部门。ECEDHA还与行业领导者保持密切的工作关系。最初的RECET推出的范围将限于介绍模拟和数字电路课程，但该项目的一个关键目标是准备扩大到一个综合性的活动，支持ECE课程的完整广度，并可被其他工程学科采用。该团队假设，有一个庞大的和不断增长的ECE讲师和实践工程师群体，他们看到了免费共享的价值在线相关的课程内容，他们已经开发了所有欧洲经委会计划。该小组还假设，如果所提供的课程内容组织良好，得到一个独立的中立组织的支持，该组织不完全隶属于任何一所大学或公司，内容通过学术界和工业界的联合进程加以标记，内容的品牌化程度最低，并提供适当的培训和支助基础设施，那么相当多的机构将采用完全在线的欧洲经委会教学，包括实验室。这种集体的方法可以开始一个根本的文化转变，其中ECE方案更充分地利用工程教育界和行业的循证研究更直接地参与ECE学生的学习。这项研究的结果将有助于全国准备欧洲经委会各部门部署远程学习经验，这将提高学生的理解和更好地准备他们在工业中取得成功。成功的努力有两个主要的预期结果。一个是产品（在线内容集合），另一个是产品的创建、维护、社会化和拥有过程。如果这项工作取得成功，内容收集将与美国ECE生态系统中的所有ECE部门兼容并邀请其参与，并将确定将相同成功转化为其他工程学科的路线图。这一过程还将培养一种跨机构的文化，在这种文化中，美国欧洲经委会的教职员工作为当地部门以外的国家社区的成员工作。工程教育研究对幼儿教育的影响也将增加。最后一个潜在的更广泛的影响是，一个成功的项目将确定一个路线图，将同样的成功转化为其他工程学科，超越ECE。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的支持。