IUSE/PFE:RED Innovation: Breaking the Binary

这个革命性的项目将涉及到加州理工学院的计算机工程（CPE）部门的学生和教师，并可能通过拒绝通常用于在工程思想和实践中创建层次结构的二元或二元论，来改变整个工程教育的过程。这个项目的活动将要求教师和学生通过识别和打破压迫性的规范，积极参与拆除二元性。相反，他们将拥抱一种复杂的共存；发展共同创造整体学习经验和包容性文化的新技能；在不断的挑战和变化中发展个人和职业身份。这项工作基于“批判性合作教育变革”模型，该模型将个人和群体的变化映射到批判性意识、价值观和信仰、行动和集体福祉，以打破我们文化、政策和课程中的二元对立。该项目的活动包括研讨会和批判性对话，这将为课程和课程的重新设计提供信息，与教师和学生进行批判性指导，并通过与学生咨询委员会合作，发现和改变部门的政策和做法。这项研究将告知工程教育界有关重大转变的需求和途径。该项目的三个主要目标是：1)通过研讨会和批判性小组对话增强批判性意识，扩大群体能力；2)通过加深学生、教职员工之间的关系，打破抑制行动的结构；3)通过识别和理解影响系里个人的压迫结构，拆除和重新构想系里。拟议的计划提供了一个研究教师和学生如何参与拆除压迫性工程学习结构的机会。这项工作将提请注意部门文化与个人和集体福祉之间的联系。通过项目活动，团队将深入了解教育工作者如何将他们认识、存在和与有形课程（课程、作业、物理空间）和有形行为（教学风格、关怀、人际关系）的设计联系起来的新方法，以及学生如何对新项目中更可见的组成部分做出反应的理解。我们将回答以下问题：(1)当我们参与本提案中描述的活动时，CPE部门文化将如何拒绝通常在工程思想和实践中产生等级制度的二元结构，并拥抱整体和整合的学习文化？(2)批判性协作教育变革模型在多大程度上帮助学生、教职员工引导、应对和参与关键的组织变革？(3)整体环境对个人成长和社会凝聚力的影响是什么？该项目包括对变革的强烈愿景，合格的团队，与研究的联系以及教师发展计划。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。

This revolutionary project will involve both students and faculty in a process of transforming the Computer Engineering (CPE) department at Cal Poly, San Luis Obispo, and potentially engineering education as a whole, through rejecting binaries or dualisms commonly used to create hierarchies in engineering thought and practice. The activities in this project will ask faculty and students to actively engage in dismantling the binaries by identifying and breaking down oppressive norms. Instead, they will embrace a complex coexistence; develop new skills in co-creation of holistic learning experiences and inclusive cultures; and evolve personal and professional identities that are constantly challenged and often in flux. The work is based on a “Critical Collaborative Educational Change” model which maps individual and group change to critical consciousness, values and beliefs, actions, and collective well-being in order to break the binaries in our culture, policies, and curriculum. Activities in the project include workshops and critical dialogs which will inform curriculum and course redesign, critical mentoring with faculty and students, and finding and changing department policies and practices by working with a student advisory board. The research will inform the engineering education community about the need and path to significant transformation. The three broad goals of the project are to 1) Enhance critical consciousness and expand group capacity through workshops and critical groups dialogs, 2) Interrupt structures that inhibit action by deepening relationships between and among students, staff, and faculty, and 3) Dismantle and reimagine the department by identifying and understanding structures of oppression impacting the individuals in the department. The proposed plan offers an opportunity to research how faculty and students engage in the dismantling of oppressive engineering learning structures. The work will draw attention to the connection between departmental culture and individual and collective well-being. Through the project activities the team will gain insights into how educators translate their new ways of knowing, being, and relating to the design of tangible curricular artifacts (courses, assignments, physical spaces) and visible behaviors (pedagogical style, caring, interpersonal connections), as well as understandings of how students respond to the more visible components of the new program. We will answer the following: (1) As we engage in the activities described in this proposal, how will the CPE department culture reject binaries that commonly create hierarchies in engineering thought and practice, and embrace a learning culture that is holistic and integrated? (2) To what extent does the Critical Collaborative Education Change Model help students, staff, and faculty navigate, respond to, and engage in critical organizational change? (3) What are the impacts of a holistic environment on individual growth and social cohesion? This project includes a strong vision for change, qualified team, connection to research, and a faculty development plan.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.