Recent reports from the Office of the President of the United States and the National Academy of Engineering (NAE) urge the nation to increase student retention in science, technology, engineering and mathematics (STEM), and to educate a STEM-literate populace (i.e., STEM education for non-STEM majors). Uninspiring introductory courses, poor teaching, and lack of effective dissemination of best-practices are major obstacles that stand in the way of achieving these goals. Faculty members from Princeton University, Virginia Tech and the University of Massachusetts Amherst are partnering on a project entitled "Advancing the Dissemination of the Creative Art of Structural/Civil Engineering" with the aim of overcoming these obstacles through supporting the dissemination and implementation of an introductory civil engineering course that is to be enhanced with research-based pedagogy. The target populations are both STEM and non-STEM majors.
The main objectives of this proposal are to: (1) transform an introductory engineering course with dramatically improved interactivity and accessibility for non-STEM students; (2) ensure that the course takes a form that can be readily adopted into the engineering and general education curricula of many types of institutions of higher education (e.g., undergraduate institutions, research universities, etc.); and (3) facilitate dissemination, adoption, and continuous improvement of the courses beyond the audience already being reached. The objectives will be met by implementing four strategies, which include conducting customer development interviews that identify the challenges and needs for adoption in institutions of various cultures and curricula; creating course modules, comprised of different subjects (e.g. suspension bridges, towers, dams, etc.) and a library of lectures and active-learning activities; developing a website and central repository of information for teaching the course; and hosting annual workshops to mentor faculty who want to adopt the course.
An assessment and evaluation plan is proposed to measure the effectiveness of the course enhancements with active learning pedagogies and dissemination into other institutions. The course to be disseminated will emphasize the creativity of the engineer along with the technical content. One thesis to be tested is if disseminating engineering as a creative art changes perceptions and increases the appreciation of engineering's role in society. The outcomes of the project hold potential to advance knowledge regarding the effect that false perceptions of engineers being "technicians" as opposed to creative artists has on STEM attrition and attraction; challenges and successes in teaching introductory engineering courses in institutions of different cultures and curricula; and strategies for supporting the successful adoption of an innovative course across diverse institutions.
