Collaborative Research: An Innovative Instructional Strategy for Widespread Dissemination of Electric Energy Systems Curriculum as a Model in STEM Education

工程-电气（55）该项目是明尼苏达大学和北亚利桑那大学的合作项目，旨在开发一种前瞻性的、易于实施的电力能源系统课程。为了实现这一目标，研究人员正在开发和评估一种以学习者为中心的网络策略，该策略允许学生在线学习内容，并与其他学生和教师面对面地讨论现实世界中与能源相关的问题，通过积极参与培养批判性思维。他们还通过可持续的在线课程内容和与资源教师的联系来发展教师专业知识，以支持教师资源有限的小型项目的实施。该项目建立在先前由美国国家科学基金会和其他机构资助的工作的基础上，这些工作已经成功地修改了全国近100所学校的电力工程课程内容。为了保持和扩大这一成功，目前的项目将重点放在创新教学法和教师发展的需求上。在经验丰富的评估人员的领导下，评估工作使用间接评估（例如，学生调查和教师访谈），使用规则直接评估学生的产品，以及观察课堂活动。项目团队正在通过以下方式传播他们的材料和教学方法：网站存储库、新教师和资源教师之间定期安排的基于互联网的视频会议、由ONR资助的一系列正在进行的教师研讨会、为工程学院院长举办的研讨会，以推广该方法作为其他领域的典范，以及通过论文和演讲。更广泛的影响包括广泛的教师发展努力，广泛传播他们的材料和方法，以及他们努力将这种方法推广为其他领域课程改革的典范。

Engineering - Electrical (55) The project, a collaboration effort between the University of Minnesota and Northern Arizona University, is developing a forward-looking easily implemented curriculum in electric energy systems. To accomplish this, the investigators are developing and assessing a learner-centered, web-enabled strategy that allows students to learn content online and work face-to-face with other students and faculty on real-world energy related problems that foster critical thinking through active engagement. They also are developing faculty expertise through sustainable online curricular content and connections with resource faculty to support implementation in smaller programs with limited faculty resources. The project builds upon prior work funded by NSF and other agencies that has successfully revised the curricular content of power engineering courses in nearly 100 schools nationwide. To sustain and expand this success, the current project is focusing on innovative pedagogy and the need for faculty development. The evaluation effort, under the leadership of an experienced evaluator, is using indirect assessments (e. g., student surveys and faculty interviews), direct assessment of student products using rubrics, and observation of class activities. The project team is disseminating their material and pedagogical approach through a website repository, through regularly scheduled Internet-based video conferences between new and resource faculty, through a series of on-going faculty workshops funded by ONR, through a workshop for engineering deans to promote the approach as a model for other areas, and through papers and presentation. Broader impacts include extensive faculty development efforts, wide dissemination of their material and methods, and their effort to promote the approach as a model for curriculum reform in other areas.