Designing a Course for Peer Educators in Undergraduate Engineering Design Courses
Designing a Course for Peer Educators in Undergraduate Engineering Design Courses
复制标题
为本科工程设计课程中的同伴教育者设计课程
DOI：
10.18260/1-2--28124
复制
发表时间：
2017
影响因子：
3.2
通讯作者：
Emilia Tanu
中科院分区：
文献类型：
--
作者：
Gina M. Quan;C. Turpen;A. Gupta;Emilia Tanu
学习助理（LA）是本科生同伴教育者，他们参加每周的教学研讨会，并与教师一起参加基于主动学习的本科课程。虽然LA计划最初是为科学和数学课程开发的，但许多LA计划支持各种学科的LA。本文介绍了一个试点适应洛杉矶计划的工程设计课程，我们已经在马里兰州，学院公园校区大学开发。所有的LA协助马里兰州的工程设计课程的一年级本科生的大学的14个单独的部分。我们的研讨会整合了学科一般LA教学法研讨会的主题（学习的认知科学，促进课堂话语，协作，元认知），特别是与工程设计相关的主题（设计评论，设计思维，工程设计中的专家新手实践，工程认识论，团队合作和公平）。虽然研讨会的目标与洛杉矶计划的目标一致全国，我们的研讨会设计团队还阐述了指导我们的研讨会设计的几个价值观：a）帮助地方助理重新定义他们的角色，即支持增长而不是评估，B）从第一天起就评估一套广泛的成功指标，c）庆祝不同的学生带来不同的专业知识，打破过于简单化的专业知识/新手二分法，d）承认我们都有不同的起点，并重视多个目标，e）帮助我们的学生通过反思他们的思维的具体表现来跟踪自己的进步，以及f）支持LAs发展设计思维的深层学科知识。本文通过突出研讨会的几个主要特点来说明这些目标的体现。我们对几个数据源（调查，教师反思，现场笔记和课程）进行定量和定性分析，以评估我们的价值观的体现在多大程度上帮助我们实现了我们的目标。最后，我们描述了挑战，并确定了我们没有达到目标的地方，并描述了我们计划在下一次迭代中修改的研讨会的一些方面。工程教育研究越来越多地关注设计的学习和教学，1-7包括设计思维和相关的“软”技能，如沟通和团队合作。另一个趋势是越来越多的工程学院为他们的第一年工程专业提供基于项目的早期工程设计课程。在许多这些第一年的工程设计课程，本科教学助理在实施这些课程发挥了重要作用。在许多情况下，本科教学助理提供最低限度的培训（或根本没有）在教学法，更不用说具体的培训，如何支持学生的设计思维的学习。在本文中，我们描述了我们的努力，以适应学习助理（LA）程序模型，以支持第一年的工程设计课程。LA计划支持本科生同伴教育者，教师和学生改造课程，使其与基于研究的教学实践更紧密地结合起来。学习助理是本科生同伴教育者，他们通过每周的准备会议和教学法课程的指导，促进学生在各种课堂环境中的讨论，鼓励积极参与。例如，本科生参加了洛杉矶支持的课程学习更好的主题。8，11 -13研究也记录了重要的学习成果，为洛杉矶自己。地方行政官通过教学更好地学习主题，8，12地方行政官成为更好的教师，14地方行政官巩固了他们作为科学家的身份。在LA支持的课程中，大学教师成为更好的教师，并开始认识到他们在教育变革中的作用。16-18初步证据表明，LA计划有助于课程改革工作的可持续性。[19]由于我们知道没有研究或出版物涉及在工程设计课程中使用LA，我们开始描述我们开发的程序适应性。总的来说，我们希望在第一年的工程设计课程中培训LA，以培养设计思维和公平的团队动力。为了实现这一目标，我们为这些LA开发了一个精心定制的3学分教学研讨会。在本文中，我们概述了我们的教学目标的教学法研讨会，以及我们如何体现这些目标在具体的课堂活动。然后，我们评估这些研讨会活动的有效性，通过他们对洛杉矶的影响。最后，我们概述了改进的教学研讨会和类似研讨会的教师的影响。
Learning Assistants (LAs) are undergraduate peer educators who participate in weekly pedagogy seminars and work alongside faculty instructors in active-learning based undergraduate courses. While LA programs were initially developed for science and math courses, many LA programs support LAs in a wide range of disciplines. This paper describes a pilot adaptation of the LA program for engineering design courses that we have developed at the University of Maryland, College Park Campus. All LAs assist in 14 separate sections of University of Maryland’s engineering design course for first-year undergraduate students. Our seminar integrates topics from the discipline-general LA pedagogy seminar (cognitive science of learning, facilitation of classroom discourse, collaboration, metacognition) with topics especially relevant to engineering design (design reviews, design thinking, expert-novice practices in engineering design, engineering epistemology, teamwork and equity). While seminar goals aligned with the goals of LA programs nationally, our seminar design team also articulated several values which guided the design of our seminar: a) helping LAs reframe their role as supporting growth rather than evaluation, b) valuing a broad set of metrics of success from day one, c) celebrating that different students bring in different expertise, and disrupting overly simplistic expertise/novice dichotomies, d) acknowledging that we all have different starting points and valuing a plurality of goals, e) helping our students track their own progress through reflecting on concrete representations of their thinking, and f) supporting LAs in developing deep disciplinary knowledge of design thinking. This paper describes the embodiment of these goals by highlighting several key features of the seminar. We conduct quantitative and qualitative analysis of several data sources (surveys, instructor reflections, field notes, and coursework) to assess the extent to which the embodiment of our values helped us meet our goals. Finally, we describe challenges and identify areas where we were not meeting our goals and describe some of the aspects of the seminar that we plan to revise in the next iteration. Introduction Engineering education research has increasingly focused on the learning and teaching of design,1-7 including design thinking and associated “soft” skills such as communication and teamwork. Another trend is the growing number of schools of engineering that offer early project-based engineering design courses for their first-year engineering majors. In many of these first-year engineering design courses, undergraduate teaching assistants play a significant role in implementing these courses. In many cases undergraduate teaching assistants are offered minimal training (or none at all) in pedagogy, not to mention specific training in how to support students’ learning of design thinking. In this paper, we describe our efforts to adapt the Learning Assistant (LA) program model to support first-year engineering design courses. LA programs support undergraduate peer educators, faculty, and students in transforming courses to be more closely aligned with research-based instructional practices. Learning Assistants are undergraduate peer educators who, through the guidance of weekly preparation sessions and a pedagogy course, facilitate discussions among groups of students in a variety of classroom settings that encourage active engagement.8-10 The LA model has been shown to be highly effective through a variety of metrics. For example, undergraduate students enrolled in LA-supported courses learn the subject matter better.8,11-13 Research has also documented important learning outcomes for the LAs themselves. LAs learn the subject matter better through teaching it,8,12 LAs become better teachers,14 and LAs solidify their identities as scientists.15 Additionally, university faculty in LA-supported courses become better teachers and begin to recognize their role in educational change.16-18 Preliminary evidence suggests that LA programs contribute to the sustainability of course transformation efforts.17-19 As we know of no research or publications addressing the use of LAs within engineering design courses, we begin by describing the program adaptation we developed. Broadly, we wanted to train LAs to foster design thinking and equitable team dynamics within the first-year engineering design course. To accomplish this, we developed a carefully tailored 3-credit pedagogy seminar for these LAs. In this paper, we outline our instructional goals for the pedagogy seminar and how we embodied those goals within specific classroom activities. Then, we evaluate the effectiveness of these seminar activities through their impact on LAs. Finally, we outline areas for improvement on the pedagogy seminar and implications for instructors of similar seminars.
利用城市 STEM 学生的专业知识开发有效的 LA 项目：LA 和讲师合作伙伴关系
DOI：
10.1119/perc.2016.pr.067
发表时间：
2016
期刊：
2016 Physics Education Research Conference Proceedings
影响因子：
--
作者：
Sabella, Mel S.;Van Duzor, Andrea G.;Davenport, Felicia
通讯作者：
Davenport, Felicia