Identifying Implications: Using Personas to Bridge the Gap between Research Findings and the Design of Educational Experiences
识别含义:使用角色弥合研究结果与教育体验设计之间的差距
基本信息
- 批准号:1044500
- 负责人:
- 金额:$ 14万
- 依托单位:
- 依托单位国家:美国
- 项目类别:Standard Grant
- 财政年份:2011
- 资助国家:美国
- 起止时间:2011-09-01 至 2014-08-31
- 项目状态:已结题
- 来源:
- 关键词:
项目摘要
The gap between our understanding of how engineering students learn and current practices in engineering education continues to grow. Personas are tools from the field of user-centered design that hold promise for helping engineering educators use the growing body of research findings to improve the design of educational experiences. Based on promising preliminary work, this project at the University of Washington uses personas as the basis for two interventions: educator workshops and educator design sessions. This project focuses on how educators leverage the personas in each of the interventions. This rigorous study of a new faculty development approach helps to transfer important research findings into the minds and hands of those who can make the best use of them - engineering faculty, staff, and students. The PIs take a design experiment approach featuring multiple iterations, ongoing analysis, and documentation of the activities. The team includes a seasoned faculty developer, an internationally recognized researcher of the engineering student experience, and a researcher who has studied both the engineering student experience and the thinking processes of engineering educators. This research has the potential to be transformative through accelerating the rate at which research on engineering student learning influences teaching and learning practices. By helping engineering faculty, policy-makers, and academic support staff to make better use of educational research, including important research on the experiences of under-represented students, this project is improving these experiences and the quality of engineering education more broadly. The results of this study will be an adaptive persona model, useful in conveying engineering education research results to engineering faculty.
我们对工程专业学生如何学习的理解与当前工程教育实践之间的差距继续扩大。人物角色是来自以用户为中心的设计领域的工具,它有望帮助工程教育工作者利用不断增长的研究成果来改进教育体验的设计。基于有希望的初步工作,华盛顿大学的这个项目使用人物角色作为两种干预措施的基础:教育工作者研讨会和教育工作者设计会议。这个项目的重点是教育工作者如何在每一个干预措施中利用人物角色。这种对新的教师发展方法的严格研究有助于将重要的研究成果转移到那些可以充分利用它们的人的头脑和手中-工程教师,员工和学生。PI采用设计实验方法,其特点是多次迭代、持续分析和活动文档。该团队包括一位经验丰富的教师开发人员,一位国际公认的工程学生体验研究员,以及一位研究工程学生体验和工程教育工作者思维过程的研究员。这项研究有可能通过加快对工程学生学习的研究影响教学和学习实践的速度而产生变革。通过帮助工程系教师、政策制定者和学术支持人员更好地利用教育研究,包括对代表性不足的学生的经验进行重要研究,该项目正在更广泛地改善这些经验和工程教育的质量。本研究的结果将是一个自适应的人物角色模型,在传达工程教育研究成果,工程教师有用。
项目成果
期刊论文数量(0)
专著数量(0)
科研奖励数量(0)
会议论文数量(0)
专利数量(0)
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Jennifer Turns其他文献
From Concept to Community: Unpacking the Work of Designing Educational and Activist Toolkits
从概念到社区:解开教育和活动工具包的设计工作
- DOI:
- 发表时间:
2024 - 期刊:
- 影响因子:0
- 作者:
Tamar Wilner;Krishna Akhil Kumar Adavi;Sreehana Mandava;Ayesha Bhimdiwala;Hana Frluckaj;Jennifer Turns;Ahmer Arif - 通讯作者:
Ahmer Arif
Jennifer Turns的其他文献
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{{ truncateString('Jennifer Turns', 18)}}的其他基金
Reflection in engineering education: Advancing conversations
工程教育的反思:推进对话
- 批准号:
1733474 - 财政年份:2017
- 资助金额:
$ 14万 - 项目类别:
Standard Grant
Promoting Lifelong Learning, Integrated Knowledge, and Professional Identity in Undergraduate Engineering Students Through a Portfolio Development Process
通过作品集开发过程促进工程本科生的终身学习、综合知识和职业认同
- 批准号:
0835836 - 财政年份:2009
- 资助金额:
$ 14万 - 项目类别:
Standard Grant
CAREER: Using Portfolios to Promote Knowledge Integration in Engineering Education
职业:利用作品集促进工程教育中的知识整合
- 批准号:
0238392 - 财政年份:2003
- 资助金额:
$ 14万 - 项目类别:
Continuing Grant
EEP: The Teaching Challenges of Engineering Faculty: Insights from a Model Instructional Development Program
EEP:工程学院的教学挑战:教学发展模型模型的见解
- 批准号:
0211774 - 财政年份:2002
- 资助金额:
$ 14万 - 项目类别:
Standard Grant
NSF Postdoctoral Fellowships Science, Mathematics, Engineering and Technology Education
NSF 博士后奖学金科学、数学、工程和技术教育
- 批准号:
9714459 - 财政年份:1999
- 资助金额:
$ 14万 - 项目类别:
Fellowship Award
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