IUSE/PFE:RED Innovation: Breaking the Binary

IUSE/PFE:RED 创新：打破二元论

• 批准号: 2234256
• 负责人: Lynne Slivovsky
• 金额: $ 199.99万
• 依托单位: California Polytechnic State University Foundation
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2023
• 资助国家: 美国
• 起止时间: 2023-06-15 至 2028-05-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2234256&HistoricalAwards=false
• 关键词: IUSE; PFE; RED; Innovation; Breaking

This revolutionary project will involve both students and faculty in a process of transforming the Computer Engineering (CPE) department at Cal Poly, San Luis Obispo, and potentially engineering education as a whole, through rejecting binaries or dualisms commonly used to create hierarchies in engineering thought and practice. The activities in this project will ask faculty and students to actively engage in dismantling the binaries by identifying and breaking down oppressive norms. Instead, they will embrace a complex coexistence; develop new skills in co-creation of holistic learning experiences and inclusive cultures; and evolve personal and professional identities that are constantly challenged and often in flux. The work is based on a “Critical Collaborative Educational Change” model which maps individual and group change to critical consciousness, values and beliefs, actions, and collective well-being in order to break the binaries in our culture, policies, and curriculum. Activities in the project include workshops and critical dialogs which will inform curriculum and course redesign, critical mentoring with faculty and students, and finding and changing department policies and practices by working with a student advisory board. The research will inform the engineering education community about the need and path to significant transformation. The three broad goals of the project are to 1) Enhance critical consciousness and expand group capacity through workshops and critical groups dialogs, 2) Interrupt structures that inhibit action by deepening relationships between and among students, staff, and faculty, and 3) Dismantle and reimagine the department by identifying and understanding structures of oppression impacting the individuals in the department. The proposed plan offers an opportunity to research how faculty and students engage in the dismantling of oppressive engineering learning structures. The work will draw attention to the connection between departmental culture and individual and collective well-being. Through the project activities the team will gain insights into how educators translate their new ways of knowing, being, and relating to the design of tangible curricular artifacts (courses, assignments, physical spaces) and visible behaviors (pedagogical style, caring, interpersonal connections), as well as understandings of how students respond to the more visible components of the new program. We will answer the following: (1) As we engage in the activities described in this proposal, how will the CPE department culture reject binaries that commonly create hierarchies in engineering thought and practice, and embrace a learning culture that is holistic and integrated? (2) To what extent does the Critical Collaborative Education Change Model help students, staff, and faculty navigate, respond to, and engage in critical organizational change? (3) What are the impacts of a holistic environment on individual growth and social cohesion? This project includes a strong vision for change, qualified team, connection to research, and a faculty development plan.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.

这一革命性的项目将涉及学生和教师在改造计算机工程（CPE）部门在加州理工学院，圣路易斯奥比斯波的过程中，潜在的工程教育作为一个整体，通过拒绝二进制或二元论通常用于创建工程思想和实践层次。该项目的活动将要求教师和学生通过识别和打破压迫性规范来积极参与拆除二元结构。相反，他们将接受一个复杂的共存;发展新的技能，共同创造全面的学习经验和包容性的文化;并发展个人和专业身份，不断受到挑战，往往在流动。这项工作是基于一个“关键的合作教育变革”模型，它将个人和群体的变化映射到关键的意识，价值观和信仰，行动和集体福祉，以打破我们的文化，政策和课程的二元性。该项目的活动包括研讨会和关键对话，这将为课程和课程重新设计提供信息，与教师和学生进行关键指导，并通过与学生咨询委员会合作来寻找和改变部门政策和做法。这项研究将告知工程教育界关于重大转型的必要性和路径。该项目的三大目标是1）通过研讨会和批判性团体对话，提高批判意识和扩大团体能力，2）通过深化学生，教职员工和教师之间的关系来抑制行动的结构，以及3）通过识别和理解压迫影响部门中的个人结构来拆除和重新想象部门。拟议的计划提供了一个机会，研究教师和学生如何参与拆除压迫性的工程学习结构。这项工作将提请注意部门文化与个人和集体福祉之间的联系。通过项目活动，该团队将深入了解教育工作者如何将他们的新方式转化为认识，存在和与有形课程工件（课程，作业，物理空间）和可见行为（教学风格，关怀，人际关系）的设计相关，以及学生如何应对新计划中更可见的组件的理解。我们将回答以下问题：（1）当我们参与本提案中所描述的活动时，CPE部门文化将如何拒绝通常在工程思想和实践中创建层次结构的二进制文件，并拥抱全面和综合的学习文化？(2)在什么程度上关键的协作教育变革模式帮助学生，工作人员和教师导航，响应，并参与关键的组织变革？(3)整体环境对个人成长和社会凝聚力有何影响？该项目包括一个强大的变革愿景，合格的团队，与研究的联系，以及教师发展计划。该奖项反映了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。