IUSE/Professional Formation of Engineers: Revolutionizing Engineering Departments

Revolutionizing Engineering Departments (hereinafter referred to as RED) is designed to build upon previous efforts in engineering education research.

Specifically, previous and ongoing evaluations of the NSF Engineering Education and Centers Division program and its predecessors, as well as those

credit:


related programs in the Directorate of Education and Human Resources, have shown that prior investments have significantly improved the first year of engineering students’ experiences, incorporating engineering material, active learning approaches, design instruction, and a broad introduction to professional skills and a sense of professional practice – giving students an idea of what it means to become an engineer.

Similarly, the senior year has seen notable change through capstone design experiences, which ask students to synthesize the technical knowledge, skills, and abilities they have gained with professional capacities, using reflective judgment to make decisions and communicate these effectively.

However, this ideal of the senior year has not yet been fully realized, because many of the competencies required in capstone design, or required of professional engineers, are only partially introduced in the first year and not carried forward with significant emphasis through the sophomore and junior years.

The Directorates for Engineering (ENG), Education and Human Resources (EHR), and Computer and Information Science and Engineering (CISE) have funded projects as part of the RED program, in alignment with the Improving Undergraduate STEM Education (IUSE) framework and Professional Formation of Engineers (PFE) initiative.

These projects are designing revolutionary new approaches to engineering and computer science education, ranging from changing the canon of engineering to fundamentally altering the way courses are structured to creating new departmental structures and educational collaborations with industry.

A common thread across these projects is a focus on organizational and cultural change within the departments, involving students, faculty, staff, and industry in rethinking what it means to provide an engineering program.

In order to continue to catalyze revolutionary approaches, while expanding the reach of those that have proved efficacious in particular contexts, the RED program supports two tracks:
RED Innovation and RED Adaptation and Implementation (RED-A&I).

REDInnovation projects will develop new, revolutionary approaches and change strategies that enable the transformation of undergraduate engineering education.

RED Adaptation and Implementation projects will adapt and implement evidence-based organizational change strategies and actions to the local context, which helps propagate this transformation of undergraduate engineering education.

Projects in both tracks will include consideration of the cultural, organizational, structural, and pedagogical changes needed to transform the department to one in which students are engaged, develop their technical and professional skills, and establish identities as professional engineers.

The focus of projects in both tracks should be on the department’s disciplinary courses and program.
Related Programs

Education and Human Resources

National Science Foundation


Agency: National Science Foundation

Office: National Science Foundation

Estimated Funding: $8,000,000


Who's Eligible


Relevant Nonprofit Program Categories





Obtain Full Opportunity Text:
NSF Publication 19-614

Additional Information of Eligibility:
*Who May Submit Proposals: Proposals may only be submitted by the following: -Institutions of Higher Education (IHEs) - Two- and four-year IHEs (including community colleges) accredited in, and having a campus located in the US, acting on behalf of their faculty members.Special Instructions for International Branch Campuses of US IHEs: If the proposal includes funding to be provided to an international branch campus of a US institution of higher education (including through use of subawards and consultant arrangements), the proposer must explain the benefit(s) to the project of performance at the international branch campus, and justify why the project activities cannot be performed at the US campus.

*Who May Serve as PI: For both tracks, the Principal Investigator must be a department chair/head (or equivalent) to provide leadership for the change process.

Additionally, there must be a RED team that includes (at a minimum) an expert in engineering education research who can provide guidance on evidence-based practices, and an organizational change expert who can advise on strategies for developing a culture of change and on strategies for creating meaningful collective ownership of the effort among faculty, students, and staff.

The engineering education and organizational change experts may be at different institutions from the proposing institution.

Funding for these experts at other institutions may be supported as consultants, through a sub-award, or through a separately submitted collaborative proposal.

Full Opportunity Web Address:
http://www.nsf.gov/publications/pub_summ.jsp?ods_key=nsf19614

Contact:


Agency Email Description:
If you have any problems linking to this funding announcement, please contact

Agency Email:


Date Posted:
2019-09-25

Application Due Date:


Archive Date:
2020-03-08



In the world of social enterprises, failure is a cringe-worthy moment nobody wants to talk about. But, social entrepreneurs can benefit from their failures.




Not for Profit Jobs in Nebraska

  Executive Director Jobs
  Substance Abuse Jobs
  Program Director Jobs
  Executive Director Jobs
  Social Services Jobs





More Federal Domestic Assistance Programs


National Urban Search and Rescue (US&R) Response System | Jobs-Plus Pilot Initiative | Public Diplomacy Programs | State Access to the Oil Spill Liability Trust Fund | Striving Readers |  Site Style by YAML | Grants.gov | Grants | Grants News | Sitemap | Privacy Policy


Edited by: Michael Saunders

© 2004-2022 Copyright Michael Saunders