Collaborative Research: Finding Personal Meaning and Societal Connections in Engineering Education: A Case Study in Integrated Course Transfer

这一工程教育研究项目试图通过研究将一门成功的工程课程从奥林工程学院转移到圣路易斯奥比斯波的加州理工州立大学，来了解教育机构在机构间传播的障碍。将使用现有的教育、组织和社会变革文献中的模型来探讨转移的挑战。这个项目的两个目标是开发一种方法来描述工程教育者在传播课程进步时所面临的挑战，并衡量在一个机构看到的学生学习方面的进步是否转移到合作学校。这个项目更广泛的意义和重要性是探索为什么多年来反复示范成功的课程、教学和教育模式没有在整个教育系统广泛传播。将要移交的课程将工程学内容与定义和框定工程学问题的社会和历史背景联系起来，这一模式可能有助于招聘和留住工程学领域的女性。除了解决转移的障碍外，课程内容还涉及修订工程教育以更好地解决最近国家小组呼吁的复杂全球问题的新愿景。

This engineering education research project seeks to understand the barriers to inter-institutional diffusion of educational institutions by examining transfer a successful engineering course which contextualizes engineering in a historical and societal context from Olin College of Engineering to California Polytechnic State University at San Luis Obispo. Challenges to transfer will be explored using models from existing educational, organizational, and social change literature. The two goals of this project are to develop a method for characterizing the challenges that engineering educators face in disseminating curricular advances, and measuring whether the advances to student learning seen at one institution transfer to the partner school.The broader significance and importance of this project is to explore why years of repeated demonstrations of successful courses, pedagogies, and educational models have not spread broadly across the education system. The course to be transferred links engineering content to the social and historical contexts which define and frame engineering problems, a model which potentially can help recruiting and retaining women in engineering. Beyond addressing the barriers to transfer, the course content addresses the emerging vision of revising engineering education to better address complex global problems called for by recent national panels.