Integrating Construction Engineering and Geospatial Technician Projects

根据国家数据和达拉斯/沃斯堡建筑相关行业的具体投入，对地理空间和建筑工程技术人员的需求很大，他们具有使用基于位置的数据的技能。要在这些方面教育学生，就必须对课程材料进行变革。作为回应，德克萨斯州的布鲁克海文学院（Brookhaven College）将与工业界合作，确定所需的课程修订，并创建学习模块，向地理空间和工程技术人员传授支持土木和建筑工程的空间数据技术。通过将现实世界的服务学习经验纳入课程，该项目将寻求为技术人员进入土木工程、商业建筑和地理空间技术等高薪行业做好准备。首尔大学计划将新课程与新兴的建设领域（http://constructioneering.com/）相结合，培养管理和整合调查、工程、施工数据的建设行业专业人士，使建设工作流程合理化，并改善项目交付。该计划亦会致力创造一个环境，让学生掌握工程及地理空间科技的跨学科知识和技术技能。课程改革还旨在提高21世纪的就业能力，即利用技术提高效率、降低成本。该项目旨在作为跨学科技术教育方法的国家模式。该项目将调查成像、空间情报技术和分析技术方面的最新进展，并通过两种方式将这些技术应用到新的教学材料中：通过创建满足工程和商业建筑行业需求的新内容模块；并通过在整个内容模块中整合跨学科的领域经验。这些实地经验可能有助于缩小当前课程与现实世界中快速发展的技术应用之间的技能差距，并允许学生团队学习和实践工作所需的知识、技能和能力。因此，预计技术人员将了解相关地理空间，建筑和工程学科之间的联系，并将更好地准备满足建筑工程相关行业的需求。课程材料将被设计用于社区大学工程和地理空间技术教育项目，以及在职员工的专业发展。参加这个项目的毕业生有可能成为资源和榜样，并可能扩大社区合作的机会。除了为更多的传统学生提供服务外，该项目还将招收传统上在科学、技术、工程和数学（STEM）领域代表性不足的学生（例如，非洲裔美国人、西班牙裔和低收入学生），并将根据对这些群体如何学习的研究编写课程材料。该奖项反映了美国国家科学基金会的法定使命，并通过使用基金会的知识价值和更广泛的影响审查标准进行评估，被认为值得支持。

Based on national data and specific input from Dallas/Fort Worth construction-related industries, great demand exists for geospatial and construction engineering technicians who have skills in the use location-based data. To educate students in these areas, transformative changes must be made within curricular material. In response, Brookhaven College in Texas will engage industry to identify needed curricular revisions and will create learning modules to educate geospatial and engineering technicians about the spatial data technologies that support civil and construction engineering. By incorporating real-world, service-learning experiences into the curriculum, the project will seek to prepare technicians to enter the well-paying industries of civil engineering, commercial construction, and geospatial technology. The institution will align the new curriculum with the emerging field of constructioneering (http://constructioneering.com/) to educate construction industry professionals who are prepared to manage and integrate survey, engineering, and construction data, and to streamline construction workflows and improve project delivery. The project will also strive to create an environment that allows students to master interdisciplinary knowledge and technical skills in both engineering and geospatial technology. The curriculum changes also aim to promote 21st century career-ready abilities that use technologies to improve efficiency and lower costs. This project is designed to serve as a national model for cross-disciplinary approaches to technology education. The project will investigate recent advances in imaging, spatial intelligence techniques, and analysis technologies, and adopt and adapt those technologies into new instructional materials in two ways: by creating new content modules that serve the needs of engineering and commercial construction industries; and by integrating cross-disciplinary field experiences throughout the content modules. These field experiences may help close the identified skills gaps between current curricula and real-world rapidly advancing technology applications and allow student teams to learn and practice the knowledge, skills and abilities needed on the job. It is expected that, as a result, technicians will understand connections between related geospatial, construction, and engineering disciplines and will be better prepared to meet the needs of construction engineering-related industries. The curriculum materials will be designed for use in community college engineering and geospatial technician education programs, as well as for professional development by the incumbent workforce. Graduates who participate in this program have the potential to become resources and role models, and may expand community partnership opportunities. In addition to serving more traditional students, the project will also recruit students from a population traditionally underrepresented in science, technology, engineering, and mathematics (STEM) fields (e.g., African American, Hispanic, and low-income students) and will create curricular materials based on research on how these groups learn.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.