Integrating Teaching and Research: The Engineering Education Scholars Program

摘要 Corradini 9633800 美国高等教育未来的成功需要教学奖学金和研究奖学金更好地融合。 同样，美国经济未来的成功需要我们一些最优秀和最聪明的年轻人选择进入工程专业。 此外，教学技术和内容知识都是必要的，以准备有效的教师工程教室。 为了这些目的，威斯康星大学麦迪逊分校提出实施文化变革的方法，工程教育，将创建一个改进的，以学生为中心，以问题为基础，教的教学方法，而不是以教师为中心，传统的方法，并将重点放在研究和教学，而不是主要的研究。 这些目标将通过开发一个综合的工程学者计划（ESP）来实现，该计划主要包括为工程研究生和新的工程教师举办为期一周的夏季研讨会。 鉴于工程学课程和教学改革的必要性以及工程学学生的高流失率，我们将在全国范围内集中关注有兴趣从事学术事业的工程学研究生和新教师，特别是妇女和少数民族。 我们将与工程联盟学校合作，每年招募和确定30名参与者，为期三年。 充分意识到我们的文化变革方法需要一个复杂和迭代的过程，我们的活动将由当地，校园和外部专家的协作，持续改进团队指导，他们将负责1）整合研究和教学的计划内容，2）项目评估和评估，以确保尽可能高的项目质量; 3）项目从依赖外部专家转变为依赖当地专家。 与我们在行业的合作伙伴一起，我们提出了一个创新的，为期三年的计划，将演变成与工程教育联盟学校合作的UW-Madison赞助计划。 我们的计划将有这些主要组成部分：1）关于教学内容知识的研讨会，加上实践应用和反思方法，2）参与者以及本地和外部专家的协作，跨学科团队，3）在国内机构建立协作教师团队的网络战略，4）从外部专家到本地专家团队的过渡计划，（5）评估、改编和传播。 ***

ABSTRACT Corradini 9633800 The future success of U.S. higher education requires better integration of both teaching scholarship and research scholarship. Likewise, the future success of the U.S. economy requires that some of our best and brightest young people choose to enter the engineering profession. In addition, both pedagogical techniques and content knowledge are necessary to prepare effective teachers for engineering classrooms. To these ends, the University of Wisconsin-Madison proposes to implement a cultural change approach to engineering education that will create an improved, student-centered, problem-based, teach approach to teaching and learning instead of a faculty-centered, traditional approach and that will focus on both research and teaching instead of primarily research. These goals will be achieved by developing an integrated Engineering Scholars Program (ESP) which will consist primarily of a one-week summer workshop for graduate engineering students and new engineering faculty. Given the need for curricular and pedagogical reform in engineering and given the high attrition rates of students in engineering, we will focus our attention nationally on engineering graduate students and new faculty, especially women and minorities, interested in pursuing an academic career. We will collaborate with the engineering coalition schools to recruit and identify thirty participants each year for three years. Fully aware that our cultural change approach entails a complex and iterative process, our activities will be guided by collaborative, continuous improvement teams of local, on-campus and outside experts who will be responsible for 1) program content that integrates research and teaching, 2) program evaluation and assessment to insure the highest possible program quality and 3) program transition from a dependency on outside experts to a reliance on local experts. Together with our partners in industry, we propose an innovative, three-year program that will evolve i nto a UW-Madison sponsored program in collaboration with engineering education coalition schools. Our program will have these major components: 1) workshops for content knowledge about teaching and learning plus hands-on application and a reflective approach, 2) collaborative, cross-disciplinary teams of participants as well as local and outside experts, 3) networking strategies to build collaborative faculty teams at home institutions, 4) a transition plan to move from outside experts to local experts teams, and 5) evaluation, adaption, and dissemination. ***