CAREER: An Exploration of Faculty Expertise and Student Learning in Capstone Experiences

职业生涯：探索教师专业知识和学生在顶点体验中的学习

• 批准号: 0846605
• 负责人: Marie Paretti
• 金额: $ 40.53万
• 依托单位: Virginia Polytechnic Institute and State University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2009
• 资助国家: 美国
• 起止时间: 2009-01-01 至 2014-12-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0846605&HistoricalAwards=false
• 关键词: CAREER; Exploration; Faculty; Expertise; Student

This CAREER project explores the question, ?What constitutes expert teaching in the capstone environment?? This question examines the ?epistemology of engineering educators,? highlighted by the NSF-funded Engineering Education Research Colloquies as a core research area, in order to more effectively prepare current and future faculty to support student learning. This question will be answered in a four-phase mixed methods study consisting of 1) a national survey of capstone instructors informed by prior literature on both design education and teaching expertise, 2) interviews with selected instructors identified by the national survey, paired with surveys of the interview subjects? students; 3) in-depth case studies of expert instructors identified by the interviews and student surveys; and 4) development, implementation, and assessment of innovative online programs for graduate students and faculty to enhance teaching. This project builds on the growing body of research in two domains: design education and teacher expertise. Design education researchers have analyzed key design activities, compared practices of novices and experts, explored the role of reflective practice, examined problem definition, proposed instructional materials, and designed learning outcomes and assessments. At the same time, research on teacher expertise has identified practices associated with expert teaching in K-12, including domain knowledge, flexibility in adapting curricula, and effective monitoring of student learning. But researchers and faculty still lack a concrete understanding of teaching expertise in design education. The proposed CAREER project will make substantial contributions to the research in both domains, as well as provide a basis for future studies of design teaching and learning across the curriculum. The PI is experienced in the quantitative and qualitative research methods required for the study, and her prior research on design education provides a strong foundation for the work.

这个职业项目探讨的问题，？什么是顶点环境中的专家教学？本题考查的是？工程教育工作者的认识论？NSF资助的工程教育研究座谈会强调将其作为核心研究领域，以便更有效地为当前和未来的教师做好支持学生学习的准备。 这个问题将在一个四阶段的混合方法的研究，包括1）一个国家的顶点教师的调查，由先前的文献都设计教育和教学专业知识，2）与选定的教师的采访确定的国家调查，配对的采访对象的调查？学生; 3）通过访谈和学生调查确定的专家讲师的深入案例研究;以及4）为研究生和教师开发，实施和评估创新的在线课程，以提高教学水平。 该项目建立在两个领域不断增长的研究基础上：设计教育和教师专业知识。设计教育研究人员分析了关键的设计活动，比较了新手和专家的实践，探讨了反思性实践的作用，检查了问题的定义，提出了教学材料，并设计了学习成果和评估。与此同时，对教师专业知识的研究已经确定了与K-12专家教学相关的实践，包括领域知识，适应课程的灵活性以及对学生学习的有效监控。但是研究人员和教师仍然缺乏对设计教育中教学专业知识的具体理解。建议的CAREER项目将在这两个领域的研究作出重大贡献，以及提供一个基础，为未来的研究设计教学和学习的课程。PI在研究所需的定量和定性研究方法方面经验丰富，她之前对设计教育的研究为这项工作奠定了坚实的基础。