Talking about a Revolution: Overview of NSF RED Projects

Lord, Susan M.; Berger, Edward J.; Kellam, Nadia; Ingram, Ella L.; Riley, Donna; Rover, Diane T.; Salzman, Noah; Sweeney, James

doi:10.18260/1-2--28903

Cited by 18 publications

(13 citation statements)

References 3 publications

(5 reference statements)

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“…Creating these types of assignments and exams is challenging and the required effort needs to be recognized and rewarded. Instructors can utilize model approaches and specific content that are available within the engineering education community such as from projects supported by the National Science Foundation in the Engineering Education Coalition Program in the 1990s (Coward, Ailes, & Bardon, 2000) to the Revolutionizing Engineering Departments (RED) program in the 2010s and 2020s (Lord et al, 2017). For example, ongoing RED projects that include novel assignments and assessments that shift the cultural activity of doing school include:…”

Section: Discussionmentioning

confidence: 99%

Students’ Approaches to Studying through a Situative Lens

Michor

Koretsky

2020

Studies in Engineering Education

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Section: Discussionmentioning

confidence: 99%

Students’ Approaches to Studying through a Situative Lens

Michor

Koretsky

2020

Studies in Engineering Education

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“…The goals of this program (hereinafter referred to as RED) are to "enable engineering and computer science departments to lead the nation by successfully achieving significant sustainable changes necessary to overcome longstanding issues in their undergraduate programs and educate inclusive communities of engineering and computer science students prepared to solve 21 st century challenges." [3] Awards have been made to three cohorts in the summers of 2015, 2016, and 2017 [4]. The school of engineering proposed the project Developing Changemaking Engineers which was funded in the first year of the program [5].…”

Section: Developing Changemaking Engineersmentioning

confidence: 99%

Introducing Changemaking Engineering into an Operations Research Course: Some Unexpected Results

Olson

Acero

2018 ASEE Annual Conference &Amp; Exposition Proceedings

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With funding from a National Science Foundation (NSF) IUSE/PFE REvolutionizing engineering and computer science Departments (RED) grant, the Shiley-Marcos School of Engineering at the University of San Diego is working to produce and disseminate a model for redefining the engineering education canon with the goal of developing "Changemaking Engineers." One of the strategies for achieving this goal is to infuse traditional engineering classes with new materials that address this changemaking theme. The goal is for students to develop the same fundamental skills that they currently acquire, but to see better how these skills can be applied to problems and situations that don't appear in traditional textbooks. This greater perspective will encourage some students to pursue non-traditional career paths, and other to practice with greater awareness of the impact of engineering on society.In Fall 2017, changemaking engineering was introduced into the required deterministic operations research (OR) course taken by industrial and systems engineers at our university. Some changemaking elements were added to lectures, and the authors created a series of assignments that asked the students to think about the nexus of changemaking and operations research. Through this exercise, we learned that some assumptions about the student perspectives of changemaking, and even operations research were wrong. Some students considered any change, good or bad, to constitute changemaking. And students had many difficulties identifying problems where OR could be applied and conflated OR with other areas of engineering practice. This has caused us to rethink whether the course empowers students in the ways that it is intended to, and to propose restructuring the course for future offerings.

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“…The conference calls and PI meetings provide the kind of psychosocial support that is so important in mentoring relationships, as well as the operational support of advice, tactics, and approaches to RED project management and execution. These interactions are opportunities to build solidarity across teams, and we already see cross-RED-team sub-groups forming to explore specific issues of common interest across RED teams (with this study being one such example; there are others 20 ).…”

Section: Theme Alignmentmentioning

confidence: 99%

The RED Teams as Institutional Mentors: Advice from the First Year of the "Revolution"

London¹,

Berger

Margherio

et al.

2017 ASEE Annual Conference &Amp; Exposition Proceedings

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She holds B.S. and M.S. degrees in Industrial Engineering and a Ph.D. in Engineering Education, all from Purdue University. Prior to her PhD, she worked in quality assurance and logistics roles at Anheuser-Busch and GE Healthcare, where she was responsible for ensuring consistency across processes and compliance with federal regulations. For four consecutive summers (2011-2014), she worked in the National Science Foundation's Division of Undergraduate Education on research and evaluation projects related to the use of technology in STEM education. Dr. London masters mixed methods and computational tools to address complex problems, including: science policy issues surrounding STEM learning in cyberlearning environments; evaluation and impact analysis of federal investments in R&D; and applications of simulation & modeling tools to evaluate programs.

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Talking about a Revolution: Overview of NSF RED Projects

Cited by 18 publications

References 3 publications

Students’ Approaches to Studying through a Situative Lens

Students’ Approaches to Studying through a Situative Lens

Introducing Changemaking Engineering into an Operations Research Course: Some Unexpected Results

The RED Teams as Institutional Mentors: Advice from the First Year of the "Revolution"

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