Collaborative Research: Use and Knowledge of Research-Based Instructional Strategies (RBIS) in Engineering Science Courses

协作研究：工程科学课程中基于研究的教学策略（RBIS）的使用和知识

• 批准号: 1037724
• 负责人: Jeffrey Froyd
• 金额: $ 4.71万
• 依托单位: Texas A&M Engineering Experiment Station
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2010
• 资助国家: 美国
• 起止时间: 2010-09-01 至 2013-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1037724&HistoricalAwards=false
• 关键词: Collaborative; Research; Use; Knowledge; Based

This engineering education research project seeks to continue ongoing work to better understand the barriers to wide adoption of educational methods that have been proven to improve many aspects of student learning in engineering. The PIs plan a comprehensive survey of electrical and chemical engineering faculty; the project partners with the IEEE (electrical engineering) and AIChE (chemical engineering) professional societies to improve participation. If successful, this research project will help provide the faculty perspective on barriers to broad adoption of research-proven pedagogies.The broader significance and importance of this project will be to understand, then ultimately lower, barrier to adoption of teaching techniques that have been proven to engage diverse audiences of engineering students. While successful at improving retention and engagement of students, including those from under-represented groups, these techniques have not spread widely, and researchers do not yet have a clear understanding of why.

这一工程教育研究项目寻求继续正在进行的工作，以更好地了解广泛采用教育方法的障碍，这些方法已被证明改善了学生在工程方面的学习的许多方面。PIS计划对电气和化学工程专业人员进行全面调查；该项目与IEEE(电气工程)和AICHE(化学工程)专业协会合作，以提高参与度。如果成功，这项研究项目将有助于为教师提供关于广泛采用研究证明的教学方法的障碍的视角。该项目的更广泛的意义和重要性将是理解并最终降低采用已被证明能吸引不同工程学学生受众的教学技术的障碍。虽然这些技术成功地提高了学生的保留率和参与度，包括那些来自代表人数不足的群体的学生，但这些技术并没有广泛传播，研究人员还没有清楚地了解其中的原因。