Sooner City - Design Across the Curriculum

98-72505 Kukreti 俄克拉荷马州大学--跨课程设计 俄克拉荷马州大学土木工程与环境科学学院（CEES）正在开展一项名为“更快城市”的课程改革项目。 该项目是为了响应要求在课程中增加设计的呼吁，工程认证机构，对毕业生设计技能不满意的从业者以及希望促进更高层次思维技能和提高保留率的教师发出了呼吁。 在这个项目中，新生将获得一片未开发的土地，到他们毕业时，这些土地将变成城市某些部分的蓝图（时间限制阻止了整个城市的设计）。 设计任务包括传统土木工程计划的所有方面，例如场地规划和布局，下水道和水基础设施，供水，废水处理，建筑物，运输系统，渠道设计，洪泛区分析和岩土工程。 一个共同的，为期四年的设计项目统一的课程，并允许在早期课程中学到的材料进行，而不是“传统”的范式，其中课程经常作为独立的实体，没有明显的联系。 此外，该项目允许学生开发一个专业的设计组合，可以呈现给透视雇主，被用作未来的设计任务的有价值的参考，或被用作CEES的成果为基础的评估的一部分。 此外，Sooner City还为整合其他教学改革举措提供了一个自然的论坛，如即时学习、协作学习和笔记本电脑。 该项目的主要目标是培养能够在更高水平上持续思考的毕业生，从而能够处理需要创造力的开放式设计项目，探索替代解决方案，自我分析以及对经济，社会和政治问题的认识。 我们达到这一目标的程度正在通过外部审查员的形成性和总结性评价进行评估。 该项目的独特之处在于它贯穿整个课程的共同设计主题，但以灵活，具有成本效益的方式进行，不需要改变传统的课程顺序。 因为它不需要主要的机构支持，也不把教师锁定在一个固定的教学大纲中，所以这种方法应该对许多机构有吸引力，并可移植到其他学科。 改革的细节将通过网络和光盘以及会议、期刊文章、地方和国家媒体等传统渠道传播。

98-72505 Kukreti University of Oklahoma Sooner City - Design Across the Curriculum The School of Civil Engineering and Environmental Science (CEES) at the University of Oklahoma (OU) is embarking on a curriculum reform project entitled Sooner City. The project is in response to the call for more design in the curriculum, a call being made by the engineering accrediting agency, by practitioners who are dissatisfied with the design skills of graduates, and by faculty who want to promote higher-level thinking skills and improve retention. For the project, incoming freshman will be given a plat of undeveloped land that, by the time they graduate, will turned into a blueprint for certain segments of the city (time constraints prevent the design of an entire city). Design tasks include all facets of the traditional civil engineering program, such as site planning and layout, sewer and water infrastructure, water supply, wastewater treatment, buildings, transportation systems, channel design, floodplain analysis, and geotechnical work. A common, four-year design project unifies the curriculum and allows material learned in early courses to carry forward, unlike the "traditional" paradigm wherein courses frequently stand as independent entities with no apparent connection. Also, the project allows students to develop a professional design portfolio that can be presented to perspective employers, be used as a valuable reference for future design tasks, or be used as part of CEES's outcomes-based assessment. Furthermore, Sooner City provides a natural forum for incorporating other pedagogical reform initiatives, such as just-in-time learning, collaborative learning, and laptop computing. The primary goal of the project is to produce graduates who can consistently think at a higher level, and who are thus capable of handling open-ended design projects that require creativity, exploring alternative solutions, self-analysis, and awareness of economic, social, and political issues. The e xtent to which we meet this goal is being assessed through formative and summative evaluations by an external reviewer. The project is unique in that it threads a common design theme throughout the curriculum, yet does so in a flexible, cost-effective manner that requires no change in the traditional sequencing of courses. Because it does not require major institutional support, nor lock faculty into a fixed syllabus, the approach should be attractive to many institutions and be portable to other disciplines. Reform details will be disseminated via the Web and CDROM, and through traditional outlets such as conferences, journal articles, and local and national media.