New Mexico State University Bridges for Engineering Education

对有效教学的需求反映在国家教育实践文献和最近修订的工程学院认证标准-工程标准2000 -最近由工程和技术认证委员会（ABET）实施。工程标准2000 （EC 2000）已经成为工程教育改革的催化剂，为提高工程课程的教与学的有效性提供了机会。NMSU工程教育之桥（NMSU BEE）计划，建议通过一个高度一致的多层次课程，将工程教育中有效的教学和学习的重点扩展到大学预科阶段，旨在吸引学生进入工程专业，从中学阶段开始，并确保他们在学术上为大学工程课程的成功做好准备。全面实施这项计划资助下制定的干预措施和策略，将为当地中学生提供重要的机会，在大学预科阶段提高他们的教育成就，从而增加他们顺利成功过渡到新密歇根州立大学工程学院本科学位课程的机会。通过初中和高中教师与NMSU工程，教育和认知科学教师的合作努力，目标是建立一个基于专业发展框架的强大组织结构，该框架：1)通过专业发展活动和工程特定课程单元，支持教师和学生探索和理解K-12教育中的工程内容；2)以响应新的ABET标准的方式改进本科工程教育的教学方法，并将写作学习方法和当前的学习和认知理论结合起来；3)以有意义的方式将ABET标准的应用和响应扩展到初中和高中水平；4)产生丰富的数据集合，可以有效地为所有三个级别的课程修订做出贡献；5)产生一个响应性的评估方法，对项目的许多利益相关者负责。

The need for effective teaching and learning is reflected in the national literature on education practices and in the recently revised accreditation criteria for schools of engineering - Engineering Criteria 2000 - recently implemented by the Accreditation Board for Engineering and Technology (ABET). Engineering Criteria 2000 (EC 2000) has been a catalyst for reform in engineering education, providing an opportunity to increase effectiveness of teaching and learning within the engineering curriculum. The NMSU Bridges for Engineering Education (NMSU BEE) program, proposes to extend this emphasis on effective teaching and learning within engineering education to the pre-college level through a strongly aligned multi-level curriculum designed to attract students to the engineering profession, beginning at the middle school level, and ensure that they are academically prepared to be successful in university engineering programs. Full implementation of the interventions and strategies developed under this planning grant would provide important opportunities to local middle and high school students for enhancing their educational success early on in their pre-college schooling, thereby increasing their chances for a smooth and successful transition into the NMSU College of Engineering undergraduate degree programs.Through this collaborative effort of middle and high school teachers and NMSU faculty from engineering, education, and the cognitive sciences, the goals are to develop a strong organizational structure grounded in a professional development framework that: 1) supports teachers and students in exploring and understanding engineering content in K-12 education through professional development activities and engineering-specific curriculum units, 2) improves the pedagogy in undergraduate engineering education in a manner that is responsive to the new ABET criteria and which incorporates writing-to-learn approaches and current theories of learning and cognition, 3) extends the application of and response to the ABET criteria in meaningful ways to the middle and high school levels; 4) results in a rich collection of data that can effectively contribute to curriculum revisions at all three levels; and 5) produces a responsive evaluation methodology that is accountable to the project's many stakeholders.