Collaborative Research: Examining the impact of the Freshman Teaching Academy on engineering student Future Time Perspective and Strategic Learning.

合作研究：检验新生教学学院对工程学生未来视角和战略学习的影响。

• 批准号: 0960551
• 负责人: Jonathan Hilpert
• 金额: $ 5.05万
• 依托单位: Purdue 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: 2009-09-15 至 2011-02-28
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0960551&HistoricalAwards=false
• 关键词: Collaborative; Research; Examining; impact; Freshman

Assessment/Research (91)The project is a collaborative effort between investigators at Arizona State University and Purdue University at Fort Wayne. Responding to the unprecedented economic challenges, the engineering college at Arizona State University is restructuring its first-year engineering experience in a way that also attempts to improve persistence rates, study strategies, and student perceptions of engineering as a profession, especially with regard to underrepresented student populations. To achieve these goals, they are implementing an engineering education camp -- an intervention designed to encourage collaboration and to teach students to value mastery and success in solving problems rather than outshining their peers. In addition, selected engineering faculty members are participating in faculty training workshops and are working together to create an interactive, engaging learning experience for their students. The collaborating investigators are using a quasi-experimental study design to compare data on these students with existing longitudinal data from an on-going NSF project to determine if the intervention has an effect on student motivation and learning strategies. The analysis includes cross sectional independent samples comparisons between new and old cohorts, interviews and observations of engineering instructors and their classrooms, and examination of differences in population trajectories between treatment and comparison groups.

评估/研究（91）该项目是亚利桑那州立大学和普渡大学韦恩堡研究人员之间的合作努力。 为了应对前所未有的经济挑战，亚利桑那州立大学的工程学院正在调整其第一年的工程经验，同时也试图提高持久率，学习策略和学生对工程作为一种职业的看法，特别是对于代表性不足的学生群体。为了实现这些目标，他们正在实施一个工程教育营--一个旨在鼓励合作的干预措施，并教导学生在解决问题时重视掌握和成功，而不是超越同龄人。此外，选定的工程教师正在参加教师培训研讨会，并共同努力为学生创造一个互动的，引人入胜的学习体验。 合作研究人员正在使用准实验研究设计，将这些学生的数据与正在进行的NSF项目的现有纵向数据进行比较，以确定干预是否对学生的动机和学习策略产生影响。分析包括新老队列之间的横截面独立样本比较，工程教师和他们的教室的采访和观察，以及治疗组和对照组之间的人口轨迹的差异检查。