Collaborative Research: Training Next Generation Faculty and Students to Address the Infrastructure Crisis

该TUES类型2项目正在建立基础设施转型和教育中心(CIT-E)，作为实践社区的中心。其目的是通过将基础设施主题纳入现有课程，促进本科土木和环境工程专业的转型。该项目建立在威斯康星大学普拉特维尔分校土木工程与环境工程(CEE)系和西点军校土木工程课程开发的二年级课程和其他土木基础设施模块的基础上。这六所合作机构的规模、学生人数和环境各不相同(亚利桑那州立大学、新墨西哥矿业与技术学院、诺维奇大学、波特兰州立大学、罗文大学和托莱多大学)。该项目的目标是：1)建立和维持基础设施转型和教育中心(CIT-E)，作为可通过实践社区不断改进的基础设施教育材料的来源；2)在合作机构的教员中发展基础设施主题和教育学方面的教育专业知识；3)为合作机构的中东欧和其他专业提供、评估和制度化基础设施主题课程或模块；4)提高中东欧学生将中东欧分学科中设计的组件和系统视为更大基础设施系统的组成部分的能力；5)增强中东欧学生从社会而不是仅从技术角度看待基础设施挑战的能力。透视。该项目采用了一种创造性的模式，即让协作教师扮演基础设施主题课程材料的内容创建者和模块维护者的角色，以开发和维持实践社区。此外，还使用了一项结构化计划，以促进六个合作机构采用基础设施课程材料并使之制度化，并提供教师发展和支持。八个不同机构的500多名学生和15名教职员工，包括一些少数族裔学生人数较少的学生，直接受到项目活动的影响，增加了拥有可持续基础设施主题知识和专业知识的学生和教职员工数量。一个以CIT-E为中心的实践社区和多个教师发展研讨会被用来促进传播和采用在这个项目中开发的课程材料和实践。

This TUES Type 2 project is establishing the Center for Infrastructure Transformation and Education (CIT-E) as the centerpiece of a community of practice. The aim is to facilitate the transformation of undergraduate civil and environmental engineering programs by incorporating infrastructure topics into their existing curriculum. This project builds upon the sophomore-level courses and other modules on civil infrastructure developed by the Civil and Environmental Engineering (CEE) Department of the University of Wisconsin-Platteville and the Civil Engineering program at West Point Military Academy. The six collaborating institutions are of varying sizes, student population, and settings (Arizona State University, New Mexico Institute of Mining and Technology, Norwich University, Portland State University, Rowan University, and University of Toledo). The project objectives are to: 1) establish and sustain the Center for Infrastructure Transformation and Education (CIT-E) as the source for infrastructure education materials that can be continuously improved by a community of practice, 2) develop educational expertise in infrastructure topics and in pedagogy in faculty at collaborating institutions, 3) deliver, assess, and institutionalize infrastructure-themed courses or modules for CEE and other majors at collaborating institutions, 4) enhance the ability of CEE students to view components and systems designed in CEE sub-disciplines as integral parts of the larger infrastructure system, and 5) enhance the ability of CEE students to view infrastructure challenges from a societal, rather than solely technical, perspective. The project employs a creative model that engages collaborating faculty in roles of content creators and module maintainers of the infrastructure-themed course material to develop and sustain the community of practice. In addition, a structured plan to facilitate the adoption and institutionalization of infrastructure curricular material at the six collaborating institutions, and provide faculty development and support is used.More than 500 students and fifteen faculty at eight diverse institutions, including some with large numbers of underrepresented minority students, are directly impacted by the project activities, increasing the number of students and faculty with knowledge and expertise in sustainable infrastructure topics. A community of practice centered on CIT-E and multiple faculty development workshops is employed to facilitate the dissemination and adoption of the curricular material and practices developed in this project.