Triple Bottom Line Awareness in Design (TriAD): Diversifying the Engineering Profession of the 21st Century

加州大学保利分校的材料工程系级改革项目将提高如何设计工程学习经验的知识，以实现两个社会需求：1)在工程学位课程中留住女性和其他代表性较低的群体；2)装备工程师，以在我们复杂的全球社会背景下解决技术挑战。其战略是将教育研究的丰富成果和最佳实践应用于课程的重新设计，强调所谓的设计三重底线意识(TRIAD)。这项拟议的工作是迫在眉睫的，不仅要创造更多样化的工程师群体，代表社会，而且要向工程设计灌输新的思维、新的想法和新的方法，以平衡经济、环境和社会的需求(即对三重底线的认识)。拟议工作的基本前提是，如果年轻人意识到需要并知道自己可以有所作为，他们就会受到激励，学习并应用他们的创造性能量来造福社会。知识价值课程的设计方法是结合21世纪工程师的两个关键素质：1)使用系统方法进行设计，2)强调伦理、环境、健康和安全、可持续性、社会、政治和可制造性问题。它还结合了六项原则，事实证明，这六项原则在实现更高的代表性个人在工程学中的留存率和促进学生更深入的学习方面是有效的：1)提供有意义的背景(即，“现实世界”应用程序)；2)整合数学、科学和技术的概念；3)强调主动学习和设计；4)促进学生之间有意义的联系；5)促进对学习的反思和自我评估；以及6)在教师的指导下，在学生和教师之间创造重要的互动。更广泛的影响拟议的工作将促进对如何设计学习经验的理解，以更好地留住工程学中代表性不足的个人。学生们被掌握的经历所激励。新生体验不仅是为了让这些学生体验到不同程度的掌握，也是为了让他们体验到能够帮助有需要的个人的喜悦。提供这些经验对于那些没有像其他人那样有很多机会的代表人数不足的人来说尤其重要。头两年的经验也是至关重要的，因为这是学生最有可能退出工程学的时候。拟议的工作将促进对如何设计学习经验的理解，使工程师能够为他们将面临的复杂社会问题做好准备。工程与技术认证委员会(ABET)要求项目证明，学生能够在设计中的伦理、环境、健康和安全、可持续性、社会、政治和可制造性问题的设计约束下制定工程解决方案。然而，还没有出现明确的方法来将这些考虑因素纳入工程课程。设计三重底线自然需要理解这些问题。这项工作将展示三合会在培养21世纪工程师所需的智力品质方面的有效性。

This Department level reform project in Materials Engineering at Cal Poly will advance the knowledge of how to design engineering learning experiences that accomplish two social imperatives: 1) retaining women and other underrepresented groups in the engineering degree programs; and 2) equipping engineers to solve the technical challenges in the context of our complex, global society. The strategy is to apply the rich body of results and best practices from education research on the re-design of a curriculum that emphasizes what is called Triple Bottom Line Awareness in Design (TriAD). The proposed work comes out of the urgency to not only create a more diverse population of engineers, representative of society, but to instill new thinking, new ideas, and new ways of balancing economics, the environment, and society's needs (i.e., an awareness of the triple bottom line) in engineering design. The basic premise of the proposed work is that young people will be motivated to study and apply their creative energies to benefit society if they are aware of the need and know they can make a difference. Intellectual Merit The design approach to the curriculum is to incorporate two qualities that are critical for engineers in the 21st century: 1) utilizing a systems approach to design and 2) emphasizing ethical, environmental, health and safety, sustainability, social, political, and manufacturability issues. It also incorporates six principles that have proven to be effective in achieving higher retention of underrepresented individuals in engineering and promoting deeper learning in the students: 1) providing meaningful context (i.e., a "real world" application); 2) integrating concepts from math, science and technology; 3) emphasizing active learning and design; 4) facilitating meaningful connections among students; 5) promoting reflection and self-assessment of learning; and 6) creating significant interaction between students and faculty, with faculty acting as coaches. Broader Impacts The proposed work will advance the understanding of how to design learning experiences for greater retention of underrepresented individuals in engineering. Students are motivated by the experience of mastery. The freshman experience is designed not only to enable these students to experience varying degrees of mastery, but to allow them to experience the joy of being able to assist individuals in need. Providing these experiences is particularly important for underrepresented individuals who have not had as many opportunities as others. The experiences are also critical during the first two years, since that is when students are most likely to drop out of engineering.The proposed work will advance the understanding of how to design learning experiences to equip engineers for the complex social issues that they will face. The Accreditation Board of Engineering and Technology (ABET) requires programs to demonstrate that students are able to formulate engineering solutions within the design constraints of ethical, environmental, health and safety, sustainability, social, political, and manufacturability issues in design. However, no clear methodology has emerged to integrate these considerations into the engineering curriculum. Designing for the triple bottom line naturally requires an understanding of these issues. This work will demonstrate the effectiveness of TriAD in developing the intellectual attributes required of the 21st century engineer.