Understanding Planning and Execution Expertise Among Engineering Faculty: A Field Initiated Practice Based Framework and Model

工程学-其他(59)工程学教师在准备教授他们的课程时面临的挑战之一是平衡教学内容和教学方法。虽然工程学中的基本概念并没有随着时间的推移而发生太大的变化，但可以应用和理解概念的背景是动态的，并且随着每一代新一代工程师的变化而变化。此外，对于任何一个工程主题，技术内容通常具有多种形式的表示，例如数学模型、文本陈述或估计大小的数字。因此，工程教育工作者的努力是找到最佳的教学实践，以提供工程内容的各种表现形式，以最大限度地提高学生的学习能力。在计划课堂教学时，教师通常会从抽象、分解和转换信息的角度进行思考，以便将信息呈现给学生。教师执行的教学计划会影响他们的教学方式，并最终影响学生的学习。在这个项目中，研究人员正在检查几个教员在计划和实施他们的课程时的反思日记。正在审查规划和实施之间的关系，以及规划和学生学习之间的关系。这项研究的结果将在工程教育工作者准备教学时告知他们，以提高学生的动机和学习能力。

Engineering - Other (59)One of the challenges that engineering faculty face in preparing to teach their courses is to balance content with pedagogy. While fundamental concepts in engineering have not changed much with time, the contexts in which concepts can be applied and understood is dynamic and changes with each new generation of engineers. Additionally, for any one engineering topic, the technical content typically has multiple forms of representation such as a mathematical model, a textual statement, or numbers that estimate magnitude. Hence, the struggle for engineering educators is to identify the best pedagogical practice to deliver varied representations of engineering content to maximize student learning. As they are planning for their class sessions, faculty often think in terms of abstracting, decomposing, and transforming information to present to their students. The instructional planning that faculty perform impacts the way that they teach and ultimately impacts student learning. In this project, investigators are examining the reflective journals of several faculty as they plan and implement their classes. The relationship between planning and implementation is being examined as well as the relationship between planning and student learning. The results from this study will inform engineering educators as they prepare to teach, to improve student motivation and learning.