Collaborative Research: Improving Engineering Communication Education with Enhanced Calibrated Peer Review

合作研究：通过增强校准同行评审来改善工程通信教育

• 批准号: 0816660
• 负责人: Arlene Russell
• 金额: $ 18.01万
• 依托单位: University of California-Los Angeles
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2008
• 资助国家: 美国
• 起止时间: 2008-09-01 至 2012-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0816660&HistoricalAwards=false
• 关键词: Collaborative; Research; Improving; Engineering; Communication

INTERDISCIPLINARY (99)This project builds upon the well-established benefits of Calibrated Peer Review (CPR) for implementing a writing-to-learn pedagogy in STEM courses. Four institutions collaborate to extend both the software platform and the instructional model to include visual communication and oral presentation within engineering courses. The team develops and field-tests a library of learning activities that fully exploit the CPR web-delivered workspaces that (1) teach students how to recognize levels of accomplishment for specific assignments, (2) guide peer review sessions that produce both quantitative and qualitative formative assessment for students, (3) encourage deep-structured student self-reflection both on task production and on task process. Changing realities in the workplace have resulted in added emphasis on professional skills within engineering education. More specifically, the Accreditation Board for Engineering and Technology (ABET) includes an explicit criterion that engineering graduates need to demonstrate the ability to communicate effectively. However, instructors in content-intensive engineering courses may be reluctant to add to their already heavy load of teaching / grading by including communication exercises. As an asynchronous, online learning environment, CPR helps engineering faculty to include engaging communication assignments without dramatically increasing the workload. The project starts with taxonomy of task types that encompass varieties of effective visual and oral communication used in engineering practice. Performance criteria are then extracted, and the CPR learning modules are designed upon this framework. The materials and methods are disseminated through a website and by workshops at national conferences.

跨学科（99）该项目建立在校准同行评审（CPR）的良好效益的基础上，在STEM课程中实施写作学习教学法。四个机构合作扩展软件平台和教学模式，包括工程课程中的视觉交流和口头演示。该团队开发并实地测试了一个学习活动库，充分利用了CPR网络交付的课程，（1）教学生如何识别特定作业的成绩水平，（2）指导同行评审会议，为学生提供定量和定性的形成性评估，（3）鼓励学生对任务制作和任务过程进行深层结构的自我反思。工作场所不断变化的现实导致工程教育更加重视专业技能。更具体地说，工程和技术认证委员会（ABET）包括一个明确的标准，即工程毕业生需要证明有效沟通的能力。然而，内容密集型工程课程的教师可能不愿意通过包括沟通练习来增加他们已经很重的教学/评分负担。作为一个异步的在线学习环境，CPR可以帮助工程学院在不显著增加工作量的情况下完成引人入胜的沟通任务。该项目从任务类型的分类开始，包括工程实践中使用的各种有效的视觉和口头交流。在此基础上，提出了CPR学习的绩效标准，并设计了CPR学习模块。这些材料和方法通过一个网站和国家会议上的讲习班传播。