Developing an Integrated, Flexible, Adaptable and Viable Curriculum in Electrical and Computer Engineering

规划补助金的目的是开发一个综合的、可行的、灵活的、适应性强的课程，使学生为21世纪及以后的工程需求做好准备。这是通过使用学习理论中的最佳实践来实现的；让所有电气工程专业的学生接触新兴技术领域；将技术问题扩展到工程实践和城市领域；并在整个课程中整合行业标准的计算工具。采用全面的方法来建立所需的课程。该大学的总体目标是通过工程，教育和数学学院之间的合作，改善本科工程课程的教学和评估，从而提高学生学习的质量，提高学生学习的质量。该项目由五个主要部分组成：1)课程；2)教育学;3)评估;4)技术运用；教学和绩效评估框架是课程改革的一个组成部分，然而，在这种情况下使用的课程是具体内容的。为期一年的工作可分为三个阶段：第一阶段课程规范；第二阶段-教学法规范；第三阶段-绩效评估计划。在年底，将产生以下产品：1)课程；2)一些第一年的绩效任务/项目；3)示范逐步走向系统级思维的项目样本；4)教员培训材料；跨课程学习维度（DOL）映射；5)课程规划程序；6)性能总结。学习如何整合和开发模范课程以及将学习的教学维度（DOL）框架纳入这样的课程将会取得进展。该项目在促进发现和理解的同时，通过强大的学习维度教学法促进教学和学习，获取和整合知识，扩展和提炼知识，有意义地使用知识，使学生能够批判性思考，创造性思考和规范行为。创造性思维产生了一种新的方式来看待超出标准惯例界限的情况，这对推进发现是真实的。数学、科学和工程学科之间的合作将向非工程学院开放，如教育学院，在他们的课程中使用技术教学的可能性。

The planning grant is to develop an integrated, viable, flexible, and adaptable curriculum that prepares students for the engineering needs of the 21st century and beyond. This is accomplished by using best practices in learning theory; exposing all electrical engineering majors to emerging technical areas; expanding the technical problems to those in engineering practice and urban areas; and integrating industry-standard computational tools throughout the curriculum. A holistic approach is taken to establish the desired curriculum. The University's overarching goal is to improve the pedagogy and evaluation in undergraduate engineering programs, through collaborations among engineering, education and mathematics faculty, and resulting in an improvement in the quality of student learning improving the quality student learning of learning. The project consists of five major components: 1) curriculum; 2) pedagogy; 3) assessment; 4) use of technology; and 5) faculty development and training The pedagogical and performance assessment frameworks are an integral part of the curriculum reform, however, curriculum as used in this context is content specific. The one-year effort can be divided into three phases: Phase I-Curriculum Specification; Phase II-Pedagogy Specification; and Phase III-Performance Assessment Planning. At the end of year, the following products will yield: 1) the curriculum; 2) some first year performance tasks/projects; 3) sample projects demonstrating progressively moving toward systems level thinking; 4) faculty training materials; Dimensions of Learning (DOL) mapping across courses; 5) procedure for course planning; and 6) summary of the performance. Advances in learning how to integrate and develop a model curriculum and incorporating the instructional Dimensions of Learning (DOL) framework in such a curriculum will occur. This project advances discovery and understanding while promoting teaching and leaning through the powerful Dimensions of Learning pedagogy, which acquires and integrate knowledge, extends and refine knowledge, uses knowledge meaningfully, and enables students to think critically, think creatively, and regulate behavior. Creative thinking generates new ways of viewing a situation that are outside the boundaries of standard conventions, which is true to advancing discovery. The collaboration between the disciplines of mathematics, science and engineering will open up to non-engineering faculty, like education faculty, the potential use of technology for teaching in their courses.