Integrating Engineering Design with the Humanities, Social Sciences, Sciences, & Mathematics

98-72433哈特福德谢蒂大学-将工程设计与人文、社会科学、科学和数学相结合拟议的项目将通过以下方式开发、应用和测试创新的本科工程课程模式：(1)在整个四年的课程中整合背景、跨学科的研究和设计项目；(2)教师和学生的体验式和协作式学习；(3)与产业界合作，为所有水平的学生创建“现实生活”的工程项目；(4)跨学院和跨学科的学院团队，共同努力，与私营部门的同事合作，整合课程材料和协调作业。在开展这一项目时，该大学将在通过成功的工程应用中心和现有的课程改革努力(由NSF和FIPSE支持)建立的现有工业/企业伙伴关系的基础上并将其扩大。该项目将帮助工程学院的教职员工过渡到新的教学和学习模式--特别是那些有助于确保女性和少数族裔成功的教学模式--并重新定义工程学教职员工和学生与大学其他人之间的关系，从而改变学院的面貌。一批核心的创新教师将成为两个学年(一年级、二年级等)课程改革的团队负责人。在工程项目层面(土木工程、电气和机械工程)。这些团队领导人将与大学其他学院的院长合作，在人文、社会和基础科学以及数学方面寻找合适的教师，以创建跨学科的课程。将在团队建设、合作学习、新的教学方法，特别是那些加强妇女/少数群体学习的方法，以及创造教育和学生评估技术方面对教师进行培训。通过参与多学科协作，融合工程学和非工程学的观点，我们正在努力向每一位学生传授。因此，该项目将为其他工程学院提供一个范例，说明如何在改变教师文化的同时调整课程，以激励、激励和留住工程学学生。此外，它还将提供一个模型，说明如何让非工程学教师和学生在广泛的社会背景下理解工程工作的性质。课程改革将产生几种新的课程配置：将工程学和非工程学课程组合成一个综合的一年级兴趣小组(FIG)；将二年级和三年级的工程学和跨学科课程与涉及工程学和非工程学学生的合作项目配对；以及一个跨学科的高级课程项目。将开发一种创新的课程结构--综合学习单元，作为促进跨学科、综合、以学生为中心的研究性学习的机制。

98-72433 Shetty University of Hartford - Integrating Engineering Design with the Humanities, Social Sciences, Sciences & Mathematics The proposed project will develop, apply, and test a model for an innovative undergraduate engineering curriculum through: (1) the integration of contexualized, interdisciplinary research and design projects throughout four years of the program; (2) experiential and collaborative learning by both faculty and students; (3) partnerships with industry in the creation of "real-life" engineering projects for students at all levels; (4) cross-collegiate and cross-disciplinary teams of faculty working together and along side colleagues from the private sector to develop integration of curricular materials and coordination of assignments. In undertaking this project, the University will build upon and extend current industrial/corporate partnerships established through the successful Engineering Applications Center and existing curricular reform efforts (supported by NSF and FIPSE). This project will transform the College of Engineering by helping its faculty transition to new models of teaching and learning - especially those that help to insure the success of women and minorities - and by redefining the relationship between engineering faculty and students and those in the rest of the University. A core group of innovative faculty will become team leaders for curricular reform at both the academic year level (Freshman, Sophomore, etc.) and at the Engineering program level (Civil, Electrical, & Mechanical Engineering). These team leaders will work with the De3ans of other colleges in the University to identify appropriate faculty in the humanities, social and basic sciences, and mathematics to create interdisciplinary curricula. Faculty will be trained in team-building, collaborative learning, new pedagogical approaches, especially those which enhance learning by women/minorities, and the creation of educational and student assessment technologies. Through participation in multi-disciplinary collaboration and the integration of engineering and non-engineering perspectives that we are trying to each students. Thus, this project will provide a paradigm for other schools of engineering of how to transform faculty culture while also restructuring curricula in order to motivate, excite, and retain engineering students. In addition, it will provide a model of how non-engineering faculty and students can be brought to understand the nature of engineering work in its broad social context. Curricular innovations will result in several new course configurations: the clustering of engineering and non-engineering courses into an integrated First-year Interest Group (FIG); the pairing of engineering and interdisciplinary courses in the sophomore and junior years with collaborative projects involving engineering and non-engineering students; and an interdisciplinary Senior Capstone Project. An innovative curricular structure, the Integrative Learning Block, will be developed and will serve as the mechanism for fostering interdisciplinary, integrative, student-centered, project-based learning.