Funding Sources

Integrating Character Development in Engineering and Computing Undergraduate Courses (2024-2027)

The grant entitled “Integrating Character Development in Engineering and Computing Undergraduate Courses” is funded by the Educating Character Initiative, a project of The Program for Leadership and Character at Wake Forest University.  This grant focuses on helping faculty intentionally integrate character development into undergraduate engineering and computing courses. Rather than “teaching” about character in isolation, the project supports faculty in embedding character trait development into disciplinary coursework through strategic integration of learning outcomes, learning activities, and assessments.

The grant supports PIs and participating faculty members from Tuskegee University, Franciscan University of Steubenville, University of New Hampshire Manchester, and Purdue University to integrate character development into their computing and engineering courses. Instructional designers and educational researchers in Purdue University’s Learning Design and Technology program provide instructional design, assessment, program evaluation, and educational research support. 

A central part of this grant is to create behavioral and attitudinal character indicators.  Behavioral indicators describe observable student actions that are consistent with what someone with this character trait would do. Attitudinal character indicators are measures of students’ attitudes and beliefs about each character trait. The project team is generating a research-based list of attitudinal indicators for several of the character traits. 

This work is supported by the Educating Character Initiative, a project of The Program for Leadership and Character at Wake Forest University

Strengthening Cross-Disciplinary Skills and Dispositions in Undergraduate Computer Science Education (2024-2027)

The National Science Foundation funded “Integration of cross-disciplinary skills and dispositions at the program and course level as part of a continuous improvement plan” grant aims to help Tuskegee University Computer Science faculty to prepare graduates who are technically skilled, professionally grounded, adaptable, resilient, and ready to contribute to complex workplace and global challenges. This work will provide a model that may be useful for other computer science, engineering, and STEM programs, especially small institutions, Minority Serving Institutions, and programs serving students historically underrepresented in computing.

Computer Science faculty at Tuskegee University are partnering with Purdue University’s Learning Design and Technology program to strengthen undergraduate computer science education through the intentional integration of cross-disciplinary skills and dispositions. The project supports Tuskegee’s vision of innovation, impact, and engagement by helping students develop as well-rounded, career-ready computing professionals. It also advances the program’s continuous improvement model through ongoing course and program evaluation, and enhancements/updates to courses, assignments, and assessments.

Cross-disciplinary skills (e.g., teamwork, lifelong learning skills, and written, verbal, and visual communication) and dispositions (being perseverent, being collaborative, valuing lifelong learning, and valuing appropriate use of AI) are intentionally integrated throughout core courses in Tuskegee’s Computer Science curriculum, using a spiral model to increase complexity and decrease scaffolding over time.

A central part of the project is the development of clear behavioral and dispositional indicators. Behavioral indicators describe observable student actions, such as communicating technical ideas clearly, contributing to team problem solving, or revising work based on feedback. Dispositional indicators are measures of students’ attitudes and beliefs. For example, dispositional indicators for Being Perseverent include “Believes that meaningful work often requires time and effort” and “Accepts temporary frustration or challenges as part of growth.”

Collaborative Research: A Data-Driven Employer-Academia Partnership for Continual Computing Curricular Change (2021-2026)

“DEAPening Employer Academic Partnerships” is a National Science Foundation (NSF)-funded project focused on developing a national alliance of academic programs, institutions, companies, and other organizations connected to computing and technology careers. DEAP seeks to strengthen academic-industry partnerships, so graduates are better prepared for long-term success in the workforce.

The project’s goal is to address a long-standing disconnect between the programs that prepare students and the organizations that hire them. Academic institutions and employers do not always communicate frequently or substantially enough to shape curricula around current and emerging workforce needs. As a result, employers may perceive graduates as not fully ready for professional roles, while companies may also hold expectations that are not realistic for new graduates. DEAP aims to help both sides work collaboratively on long-lasting solutions that can adapt to the evolving computing landscape.

Our Academic Partners:

·       The University of Alabama

·       Shelton State Community College

·       Tuskegee University

·       Mississippi State University

·       Purdue University

·       University of Illinois

·       University of New Hampshire

·       Rochester Institute of Technology

·       The George Washington University