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首页> 外文会议>American Society For Engineering Education Annual Conference and Exposition >STRENGTHENING THE BODY OF KNOWLEDGE - HOW INTEGRATION OF PRACTICING ENGINEERS AS ADJUNCT FACULTY CAN ENHANCE EDUCATIONAL OUTCOMES
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STRENGTHENING THE BODY OF KNOWLEDGE - HOW INTEGRATION OF PRACTICING ENGINEERS AS ADJUNCT FACULTY CAN ENHANCE EDUCATIONAL OUTCOMES

机译：加强知识体系 - 如何将练习工程师作为兼职教师集成如何加强教育结果

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Reformation of engineering education has been discussed for many decades in the United States. Noteworthy are the periodic reports, beginning with the Mann Report of 1918, that have emphasized the need for engineering education reform. Since Mann's report there have been many other significant reports published from 1930 to present that stress this need. Two such studies were those completed in recent years by the American Society of Civil Engineers (ASCE) and the U.S. National Academy of Engineering (NAE). The impetus for both was a realization that major changes in engineering education were needed to meet 21st century challenges. Important conclusions from these studies are that civil engineering education must foster more interdisciplinary collaboration, include more team-based learning, and provide more learning experiences that feature problem solving involving socio-economic challenges as well as the application of engineering skill. Such collaboration, knowledge, experience, and engineering skill are required of effective practitioners. The purpose of this paper is to describe why the University of Wisconsin-Madison Department of Civil & Environmental Engineering (CEE) has worked to integrate practitioners from multiple disciplines who possess extensive professional practice experience within the faculty team as Adjunct Faculty, how we are doing this, and the unique aspects the Adjunct Faculty are contributing to the educational process. The paper will specifically address how this engagement of Adjunct Professors as collaborative members of the team help the department to achieve the four characteristics of a model faculty described by the ASCE publication, Body of Knowledge for the 21st Century(BOK2) Committee as: 1) Scholars, 2) Effective Teachers, 3) Having Relevant Practical Experience, and, 4) Providing Positive Role Models. The paper will also describe the deliberative process we have used to develop a formal charter to guide and describe this effort, and the care taken in Adjunct Faculty appointments to adhere to the recommendation of the BOK2 Committee that "...practitioner participants should meet the same criteria as the full-time faculty as described in this section - namely, scholarship, teaching effectiveness, and positive role modeling."
机译：在美国几十年来讨论了工程教育改革。值得注意的是定期报告，从1918年的Mann报告开始，这强调了工程教育改革的必要性。自1930年曼恩的报告以来出版了许多其他重要报告，以展示这种需要的压力。两项这样的研究是由美国土木工程师（ASCE）和美国工程学院（NAE）的美国工程师协会近年来完成的那些研究。两者的动力是实现了工程教育的重大变化来满足21世纪的挑战。重要的结论来自这些研究的重要结论是土木工程教育必须促进更多跨学科合作，包括更多的基于团队的学习，并提供更多的学习经历，以解决社会经济挑战的解决问题以及工程技能的应用。这种合作，知识，经验和工程技能是有效的从业者所必需的。本文的目的是描述为什么威斯康星大学 - 威斯康星大学 - 麦迪逊公民和环境工程系（CEE）致力于将从业者融入从教师团队内拥有广泛的专业实践经验的学科，以及我们正在做的教师这方面，兼职教师的独特方面是有助于教育过程。本文将具体解决兼职教授作为团队合作成员的如何参与，帮助该部门实现ASCE出版物，21世纪（BOK2）委员会的知识体系所描述的三个特征，为：1）学者，2）有效的教师，3）具有相关实践经验，4）提供积极的榜样。本文还将描述我们习惯的审议过程，我们曾经制定过正式的章程，以指导和描述这项努力，并在兼职教师任命中遵守“... ... ......从业者参与者应符合”委员会的建议与本节所述的全职教师相同的标准 - 即奖学金，教学效果和积极的角色建模。“

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