A taxonomy for introduction to engineering courses
A taxonomy for introduction to engineering courses
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工程课程导论的分类
DOI：
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发表时间：
2018
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通讯作者：
Elizabeth Spingola
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作者：
K. Reid;David P. Reeping;Elizabeth Spingola
许多大学提供的工程学入门课程在不同的机构之间甚至在同一机构的不同部门之间的内容可能有很大的差异。由于缺乏详细的教学大纲和大学目录中的不完整描述，这些课程的基本内容往往被模糊。因此，由于学生人数众多，各部分的内容不一致，对课程序列的评估可能很困难。此外，这种不公平会影响转学生，因为授予转学学分意味着学生可能没有遇到的一系列教学目标。这一项目是由“工程学导论”课程中常见的主题分类方案或分类法产生的。分类法允许映射潜在的课程内容来实现，以便用户可以使用一个共同的工具来交流他们的课程。研究人员利用了一个三阶段的定性研究设计，位于Lattuca和Stark的“学术计划”模型的“目的”，“内容”和“序列”结构中。前两个阶段涉及的28个教学大纲的“工程导论”课程的调查，然后从6个焦点小组的4个第一年的教师在一个会议研讨会上使用内容分析的成绩单cullingtopics。通过对24名参与者的三次Delphi研究，最终确定了分类法。课程第二部分围绕构建分类法的八个主要方面，每个方面都被进一步细分，以包括可能在其下找到的更具体的主题。请注意，分类法代表的是“工程导论”（或类似）课程中可能出现的主题列表，而不是应该涵盖的所有主题列表。教师现在可以使用“工程课程分类方案介绍”作为一种工具，通过将其按常见课程主题分类来帮助交流课程-一种通用的教学大纲。学校感兴趣的替代方法授予转移学分或课程开发的课程，如“介绍工程”可以授权作出决策，更明智的使用分类作为一个灵活的工件，他们的过程。
Many universities offer introductory engineering courses that can vary widely in content between institutions—evenamong sections within the same institution. The view into the underlying content in such courses is often obscured by thelack of a detailed syllabus and anincomplete description publishedin the University’s catalog. Thus, assessment of a coursesequence can be difficult due to the sheer volume of students and inconsistent content among sections. Moreover, thevagueness can affect transfer students, because awarding transfer credit implies a set of instructional objectives that thestudentmaynothaveencountered.Thisprojectresultedinaclassificationscheme,ortaxonomy,oftopicscommonlyfoundin ‘‘Introduction to Engineering’’ courses. The taxonomy allows a mapping of potential course content to be achieved suchthat users can communicate their courses using a common tool. The investigators utilized a three-stage qualitative researchdesign situated in the ‘‘purposes,’’ ‘‘content,’’ and ‘‘sequencing’’ constructs of Lattuca and Stark’s model of an ‘‘AcademicPlan.’’ The first two stages involved a survey of 28 syllabi for ‘‘Introduction to Engineering’’ courses followed by cullingtopics from transcripts of 6 focus groups of 4 first-year instructors in a conference workshop using content analysis. AculminatingthreeroundDelphistudywith24participantsservedtofinalizethetaxonomy.Coursecontentcenteredaroundeight primary aspects that frame the taxonomy, each of which was broken down further to include more specific topics thatmight be found under them. Note that the taxonomy represents a list of topics thatmay befound in ‘‘Introduction toEngineering’’ (or similar) courses as opposed to a list of all topics thatshould becovered. Instructors can now use ‘‘TheIntroduction to Engineering Course Classification Scheme’’ as a tool to aid in communicating their courses by classifying itin terms of common course topics—a universal syllabus of sorts. Schools interested in alternative methods of awardingtransfer credits or curriculum development for courses like ‘‘Introduction to Engineering’’ can be empowered to makedecisions that are more informed using the taxonomy as a flexible artifact of their processes.