The Evolution of the E4USA (Engineering for US All) Engineering Curriculum
The Evolution of the E4USA (Engineering for US All) Engineering Curriculum
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E4USA（全美工程）工程课程的演变
DOI：
10.1109/fie49875.2021.9637424
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发表时间：
2021
期刊：
影响因子：
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通讯作者：
Tina M. Griesinger
中科院分区：
文献类型：
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作者：
K. Reid;Tina M. Griesinger
这份创新实践全文将描述该计划的课程、从教师和评估者那里收到的反馈以及 e4usa 课程的修订和迭代。美国经历了数十年的努力，旨在缓解进入大学课程的工程专业学生短缺的问题，其中一些努力旨在帮助缓解技术素养挑战或公众对工程师的误解。为了缓解这一问题，已经采取了无数的措施，包括夏令营、教师专业发展活动以及开发技术课程（最好称为工程预科课程）。 “Project Lead the Way”等项目是以技术为重点的课程，设计为工程预科课程，旨在帮助未来的工程师在大学开始学习工程课程时做好准备。虽然这些课程对于寻求攻读工程学位的学生来说可以说是成功的，但它们不一定是为对工程学知之甚少或根本不了解的广大学生而设计的。由 NSF 资助的“美国全体工程”(e4usa) 课程专为多元化和包容性的学生群体而设计。该计划的目的是对“工程”作为名词（职业）和动词（工程师）进行检查和探索。成功的学生是在任何职业中都能“像工程师一样思考”的人；不仅仅是增加工程师数量。重点是“什么是工程”和“谁是工程师”。工程不仅被视为数学、科学和设计，而且作为一个实体，必须包括道德规范、工程的社会影响、通信和团队合作、原型设计、测试等。该课程的独特之处在于——无论是在教师专业发展还是在课程内部——欢迎失败，问题是开放式的，工程课堂可能并行开发多种解决方案。本文将描述该课程，重点关注使该课程适合“所有人”的特点。
This innovative practice full paper will describe the program's curriculum, the feedback received from teachers and evaluators, and the revisions and iterations of the e4usa curriculum. The nation has experienced decades of efforts geared toward alleviating a shortage of engineering students entering university programs, with some efforts designed to help alleviate technical literacy challenges or public misperceptions of engineers. Countless efforts to help alleviate the problem have been implemented, from summer camps, teacher professional development activities, and through the development of technical courses that are best described as pre-engineering courses. Programs such Project Lead the Way are technically focused courses designed as pre-engineering courses, meant to prepare future engineers as they begin an engineering program of study in a university. While these courses are arguably successful for students who seek to pursue an engineering degree, they are not necessarily designed for a broad audience of students who have little to no understanding of engineering. The NSF-funded initiative Engineering for US All (e4usa) curriculum is intentionally designed for a diverse and inclusive body of students. The intent of the program is to engage in an examination and exploration of ‘engineering’ as both a noun (the profession) and verb (to engineer). The successful student is one who can “think like an engineer” within any profession; not simply to increase the number of engineers. The focus is ‘what is engineering’ and ‘who is an engineer’. Engineering is considered as not only math, science, and design, but as an entity which must include ethics, the societal impact of engineering, communications and teamwork, and prototyping, testing, etc. Unique to this curriculum are the ideas - both in teacher professional development and within the curriculum - that failure is welcome, that problems are open-ended, and that the engineering classroom likely deals with the development of multiple solutions in parallel. The paper will describe the curriculum, focusing on the features that make this course suitable ‘for all.’