Developing an engineering education research community of practice through a structured workshop curriculum
Developing an engineering education research community of practice through a structured workshop curriculum
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通过结构化研讨会课程发展工程教育研究实践社区
DOI：
10.18260/1-2--607
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发表时间：
2006
影响因子：
3.4
通讯作者：
Ronald L. Miller
中科院分区：
文献类型：
--
作者：
M. Borrego;R. Streveler;N. Chism;K. Smith;Ronald L. Miller
本文报告了 NSF 资助的工程教育严谨研究 (RREE) 研讨会的初步评估和研究结果。这些研讨会的资助期限为三年（从2004年到2006年），研讨会的体验包括为期5天的夏季研讨会和为期一年的体验，让参与者能够在更有经验的导师的指导下进行小型教育研究项目。本文重点介绍 2004 年和 2005 年 RREE 研讨会的成果以及为促进实践社区而对 2005 年研讨会所做的修改。对于那些有兴趣建设工程教育研究能力的人也有启示。 2005年，为了进一步促进实践社区的形成，研讨会的形式进行了三项重要的改变。 • 允许参与者通过自我选择具有相似或互补兴趣的其他参与者来将自己分组为“知识社区”。 • 使用参与者制作的海报作为表演成果，并作为分享想法和从其他参与者和研讨会主持人那里获取反馈的场所。 （这包括研讨会结束时的正式演示。） • 围绕主持人定义的具有相似研究兴趣的参与者群体构建研究方法会议。初步结果表明，原始研讨会结构中的活动以及更新帮助参与者专注于个人感兴趣的工程教育研究问题，同时建立一个超出为期一周的研讨会的社区。
This paper reports initial assessment and research results from the NSFfunded Rigorous Research in Engineering Education (RREE) workshops. The workshops are funded for three years (from 2004 to 2006), and the workshop experience includes both a 5-day summer workshop and a year-long experience that allows participants to conduct a small education research project guided by a more experienced mentor. This paper focuses on the results of the 2004 and 2005 RREE workshops and changes made to the 2005 workshop to promote a community of practice. Implications are also drawn for those interested in building engineering education research capacity. Three important changes were made to the workshop format to further promote formation of a community of practice in 2005. • Allowing participants to group themselves into “intellectual neighborhoods” by self-selecting other participants with similar or complementary interests. • Using participant-created posters both as performance outcomes, and as a venue for sharing ideas and obtaining feedback from fellow participants and workshop facilitators. (This included formal presentations at the end of the workshop.) • Structuring a research methods session around facilitator-defined participant groups with similar research interests. Initial results indicate that activities in the original workshop structure as well as the updates helped participants to focus on engineering education research questions of personal interest while building a community that extends beyond the week-long workshop.