| NSF Org: |
DUE Division Of Undergraduate Education |
| Recipient: |
|
| Initial Amendment Date: | June 22, 2017 |
| Latest Amendment Date: | March 27, 2023 |
| Award Number: | 1730497 |
| Award Instrument: | Standard Grant |
| Program Manager: |
Kemi Ladeji-Osias
jladejio@nsf.gov (703)292-7708 DUE Division Of Undergraduate Education EDU Directorate for STEM Education |
| Start Date: | July 1, 2017 |
| End Date: | September 30, 2023 (Estimated) |
| Total Intended Award Amount: | $1,999,995.00 |
| Total Awarded Amount to Date: | $1,999,995.00 |
| Funds Obligated to Date: |
|
| History of Investigator: |
|
| Recipient Sponsored Research Office: |
1601 E MARKET ST GREENSBORO NC US 27411 (336)334-7995 |
| Sponsor Congressional District: |
|
| Primary Place of Performance: |
1601 East Market Street Greensboro NC US 27411-0001 |
| Primary Place of
Performance Congressional District: |
|
| Unique Entity Identifier (UEI): |
|
| Parent UEI: |
|
| NSF Program(s): |
PFE\RED - Professional Formati, IUSE |
| Primary Program Source: |
01001718DB NSF RESEARCH & RELATED ACTIVIT |
| Program Reference Code(s): |
|
| Program Element Code(s): |
|
| Award Agency Code: | 4900 |
| Fund Agency Code: | 4900 |
| Assistance Listing Number(s): | 47.076 |
ABSTRACT
This project will revolutionize the preparation of engineers to serve needs of the United States in scientific progress, health, prosperity and national defense by dramatically increasing engineers' desire to learn and to persist in highly competitive professional environments. Success in identifying important needs for society and in designing useful solutions will be embedded into the entire educational experience of three engineering programs - biological, chemical and bioengineering - at North Carolina Agricultural & Technical State University to motivate learning and propel student recruitment and retention. As a result of this project, a new model of engineering education will be envisioned and implemented to produce engineers with high motivation, exemplary design abilities, strong identity as an engineer, ability to select and solve problems critical to society, and problem solve with an entrepreneurial mindset. To produce such engineers, a continuum of needs-finding and design thinking will be integrated throughout the four year curriculum bringing innovation and entrepreneurship in the academic culture of these engineering programs. A broad range of educators and industry representatives will be partners in these curricular innovations. Courses will be restructured to scale back traditional lectures and to add significant prototyping and proof-of-principle labs. Reverse internships for students will be created with industrial mentors and entrepreneurs on campus. Faculty development will provide engineering educators the knowledge and skills to integrate design in their courses.
This project's revolutionary approach to undergraduate engineering education will be first implemented in three BS engineering programs - biological, chemical and bioengineering - within the College of Engineering at North Carolina Agricultural and Technical State University. A public Historically Black University (HBCU) and the top producer of Black engineers in the country, the institution and these engineering programs will serve as a national model in which curricular innovation will be investigated in the context of a diverse engineering student body. Upon demonstration of educational effectiveness within these engineering programs, dissemination to other programs across the country will assure broader impact of the best practices. Using motivational and bioecological development theory, students' learning will be assessed to gauge the effectiveness of needs-finding and design thinking as problem solving techniques. It is anticipated that results from this project will contribute to fundamental principles of motivation during learning and benefit a wide range of student groups and programs in the country. This project is jointly funded by the Division of Undergraduate Education; the Division of Engineering Education and Centers; the Division of Civil, Mechanical and Manufacturing Innovation; the Division of Electrical, Communications and Cyber Systems; and the Division of Industrial Innovation and Partnerships; reflecting the alignment of this project with the respective goals of the divisions and their programs.
PUBLICATIONS PRODUCED AS A RESULT OF THIS RESEARCH
Note:
When clicking on a Digital Object Identifier (DOI) number, you will be taken to an external
site maintained by the publisher. Some full text articles may not yet be available without a
charge during the embargo (administrative interval).
Some links on this page may take you to non-federal websites. Their policies may differ from
this site.
PROJECT OUTCOMES REPORT
Disclaimer
This Project Outcomes Report for the General Public is displayed verbatim as submitted by the Principal Investigator (PI) for this award. Any opinions, findings, and conclusions or recommendations expressed in this Report are those of the PI and do not necessarily reflect the views of the National Science Foundation; NSF has not approved or endorsed its content.
RED Project Outcomes Report
Introduction:
The NSF RED Project at North Carolina A&T State University was aimed at modernizing the engineering curriculum and inspiring young students to pursue careers in engineering.
Assessment Tools for Impact Measurement:
Survey-based instruments were used to gauge the impacts of student learning across three pivotal constructs: Engineering Values, Engineering Identity, and Engineering Self-Efficacy.
Model Unveiling Interconnections:
The project's findings illuminated those interventions directly impacted students' self-efficacy, whereas their values and identity were subtly influenced. This revelation underscores the importance of students experiencing successful learning endeavors as a precursor to activating more indirect motivators like values and identity. This insight is pivotal for educators seeking to understand how an educational program can shape a student's motivation to learn and persist.
Kit-Based Design Projects:
Our team innovatively crafted and implemented project-based learning kits, meticulously designed to provide students with immersive, hands-on experiences. The purposeful kits served as a tangible bridge, connecting theoretical knowledge to practical applications of engineering principles.
Each kit, thoughtfully structured around specific engineering concepts, facilitated a comprehensive exploration of key topics. By engaging with these kits, students encountered theoretical frameworks and immersed themselves in real-world scenarios, fostering a profound understanding of engineering principles and instilling confidence in their practical application.
Collaborative Learning Environment:
Emphasizing collaboration and teamwork, students were challenged to work collectively, share ideas, and solve problems as a cohesive team. This approach mirrors the collaborative dynamics prevalent in professional engineering environments, preparing students for the multifaceted challenges they will encounter in their future careers.
Summer Design Program Impacts:
Participating students in the five-week intensive summer engineering design programs experienced a significant enhancement in self-efficacy. Notably, female students derived greater benefits from the program compared to their male counterparts, showcasing the program's effectiveness in cultivating diverse talent.
Effects of Remote Learning During COVID-19:
The shift to fully remote learning during the COVID-19 pandemic disproportionately affected female students in introductory courses, particularly in terms of attitudes toward school, academic progress, and psychological and social well-being. This observation underscores the need for targeted support and interventions to mitigate the negative impact of remote learning on specific students.
In conclusion, the outcomes of the RED Project are poised to revolutionize engineering education by infusing innovation, practicality, and inclusivity. These findings provide a roadmap for educators and institutions aiming to create a learning environment that not only imparts knowledge but also inspires and motivates students to excel in the dynamic engineering field.
Last Modified: 12/27/2023
Modified by: Jianzhong Lou
Please report errors in award information by writing to: awardsearch@nsf.gov.
