This National Science Foundation (NSF) Engineering (CFDA 47.041) Project Grant awarded to CAL Poly Corporation will chart the development of sociotechnical thinking in engineering students and professionals. The $171,088 award will run from June 1, 2024 to May 31, 2027. The project will use scenario-based design tasks and interviews to examine how engineers' reasoning about social, cultural, political, environmental and other contextual factors evolves as they gain education and professional...
This $350,000 Project Grant award from the National Science Foundation's (NSF) Engineering program (CFDA 47.041) supports a research project to integrate sustainability into the Industrial and Systems Engineering (ISE) curriculum at North Carolina Agricultural and Technical State University (NC A&T). The key objectives of this 3-year project are to: (1) integrate sustainability concepts and frameworks, particularly environmental and social sustainability, into various ISE courses; (2)...
This National Science Foundation (NSF) Engineering program (CFDA 47.041) Project Grant award of $200,867 to the University of Arizona aims to develop and assess an educational approach focused on "priming" to promote sustainable engineering design decision-making among students. The project seeks to: Scale up priming for sustainability as an engineering education intervention Examine the role of priming on sustainable engineering design Evaluate the impact of priming for sustainability...
This $349,893 Project Grant award from the National Science Foundation's (NSF) Engineering Program (CFDA 47.041) will support research at the Rochester Institute of Technology (RIT) to investigate how sustainability-focused course interventions influence the development of a sustainability-conscious engineering identity among students. The project aims to design and implement sustainability-focused course modules and projects across approximately 10 engineering courses at RIT, spanning both...
This Project Grant awarded by the National Science Foundation (NSF) under the STEM Education program (CFDA 47.076) will support research conducted by Virginia Polytechnic Institute & State University (Virginia Tech) to examine how engineering students' mental models of social-ecological systems shape their design decisions and the long-term impacts of their work. The $332,655 award, effective October 1, 2023 through September 30, 2027, will integrate cognitive and behavioral science,...
This Project Grant awarded by the National Science Foundation's Engineering program (CFDA 47.041) provides $866,879 to Arizona State University, Kennesaw State University, and Villanova University to transform engineering education by deeply integrating sustainability concepts into the curricula across the three universities. The transformative two-year initiative aims to fundamentally reshape how future engineers are trained, emphasizing the crucial role of sustainability in engineering...
The National Science Foundation (NSF) awarded a $199,844 Project Grant under the Engineering (CFDA 47.041) program to Temple University-Of The Commonwealth System Of Higher Education. The award aims to enhance the transfer of design thinking strategies from undergraduate bioengineering coursework to students' capstone projects and engineering careers. The project involves a collaborative effort between a bioengineering professor, engineering doctoral student, and educational psychology professor...
This is a Project Grant award from the National Science Foundation's (NSF) Engineering program (CFDA 47.041) to the Trustees of Tufts College (Tufts University) totaling $244,294. The award period runs from August 1, 2024 to July 31, 2030. The purpose of this project is to examine the contextual influences on faculty pedagogical decision-making related to sociotechnical design thinking, teaching, and learning in engineering education. The project aims to develop communities of practice to...
The National Science Foundation awarded a $199,998 Project Grant to The Trustees of the Stevens Institute of Technology under the Engineering program (CFDA 47.041) to develop new teaching methods and tools to facilitate knowledge transfer within engineering curricula. Specifically, the awardee will first seek to understand barriers engineering students face in applying knowledge across courses. They will then design and test in-class activities to promote knowledge transfer, assessing student...
This $100,000 two-year Project Grant from the National Science Foundation's Engineering Education and Centers division will fund research at Tufts University examining how virtual and physical laboratory modes differentially influence the development of engineering students' epistemic practices. The NSF Directorate for Engineering seeks to improve quality of life and economic strength through engineering innovation and excellence in research and education programs like the Engineering program...
The National Science Foundation (NSF) awarded a Project Grant totaling $349,410 to Harvey Mudd College under the NSF Engineering program (CFDA 47.041) for the project "Prototyping a Systems Thinking Framework to Foster Environmental and Sociotechnical Thinking Across an Interdisciplinary Engineering Curriculum". The goal of this 3-year project is to design, develop, implement, and assess a systems thinking framework that undergraduate engineering students can apply to coursework, projects, and professional practice to evaluate the environmental, social, and ethical implications of engineering technologies. The framework will be deployed in 5-7 activities across engineering courses and an industry-partnered capstone design project, equipping students to consider sustainability and sociotechnical factors in their engineering decision-making. In parallel, the project will examine how a distributed, coordinated prototyping process can help faculty address sustainability and social impacts in their courses. The expected outcomes include students demonstrating increased use of systems thinking to assess environmental, social, and ethical implications, as well as faculty showing improved self-efficacy towards instructing on these topics. The framework and modular course activities will be co-created with faculty partners and made publicly available under a Creative Commons license.