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Electrical and computer engineering technologies have evolved into dynamic, complex systems that profoundly change the world we live in. Designing these systems requires not only technical knowledge and skills but also new ways of thinking and the development of social, professional and ethical responsibility. A large electrical and computer engineering department at a Midwestern public university is transforming to a more agile, less traditional organization to better respond to student, industry and society needs. This is being done through new structures for faculty collaboration and facilitated through departmental change processes. Ironically, an impetus behind this effort was a failed attempt at department-wide curricular reform. This failure led to the recognition of the need for more systemic change, and a project emerged from over two years of efforts. The project uses a cross-functional, collaborative instructional model for course design and professional formation, called X-teams. X-teams are reshaping the core technical ECE curricula in the sophomore and junior years through pedagogical approaches that (a) promote design thinking, systems thinking, professional skills such as leadership, and inclusion; (b) contextualize course concepts; and (c) stimulate creative, socio-technical-minded development of ECE technologies. An X-team is comprised of ECE faculty members including the primary instructor, an engineering education and/or design faculty member, an industry practitioner, context experts, instructional specialists (as needed to support the process of teaching, including effective inquiry and inclusive teaching) and student teaching assistants. X-teams use an iterative design thinking process and reflection to explore pedagogical strategies. X-teams are also serving as change agents for the rest of the department through communities of practice referred to as Y-circles. Y-circles, comprised of X-team members, faculty, staff, and students, engage in a process of discovery and inquiry to bridge the engineering education research-to-practice gap. Research studies are being conducted to answer questions to understand (1) how educators involved in X-teams use design thinking to create new pedagogical solutions; (2) how the middle years affect student professional ECE identity development as design thinkers; (3) how ECE students overcome barriers, make choices, and persist along their educational and career paths; and (4) the effects of department structures, policies, and procedures on faculty attitudes, motivation and actions. This paper will present the efforts that led up to the project, including failures and opportunities. It will summarize the project, describe related work, and present early progress implementing new approaches.
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Toward a complete interdisciplinary treatment of scale
The pathways taken throughout any model-based process are undoubtedly influenced by the modeling team involved and the decision choices they make. For interconnected socioenvironmental systems (SES), such teams are increasingly interdisciplinary to enable a more expansive and holistic treatment that captures the purpose, the relevant disciplines and sectors, and other contextual settings. In practice, such interdisciplinarity increases the scope of what is considered, thereby increasing choices around model complexity and their effects on uncertainty. Nonetheless, the consideration of scale issues is one critical lens through which to view and question decision choices in the modeling cycle. But separation between team members, both geographically and by discipline, can make the scales involved more arduous to conceptualize, discuss, and treat. In this article, the practices, decisions, and workflow that influence the consideration of scale in SESs modeling are explored through reflexive accounts of two case studies. Through this process and an appreciation of past literature, we draw out several lessons under the following themes: (1) the fostering of collaborative learning and reflection, (2) documenting and justifying the rationale for modeling scale choices, some of which can be equally plausible (a perfect model is not possible), (3) acknowledging that causality is defined subjectively, (4) embracing change and reflection throughout the iterative modeling cycle, and (5) regularly testing the model integration to draw out issues that would otherwise be unnoticeable.
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- Award ID(s):
- 1937012
- PAR ID:
- 10293866
- Date Published:
- Journal Name:
- Elementa: Science of the Anthropocene
- Volume:
- 9
- Issue:
- 1
- ISSN:
- 2325-1026
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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- Free Publicly Accessible Full Text
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Accepted Manuscript1.0
- Journal Article:
- https://doi.org/10.1525/elementa.2020.00182
