Collaborative Research: Fire: Productive Disciplinary Engagement in a Complex Virtual Engineering Task; Authenticity, Rolls, and Activity

这项合作提案汇集了工程教育研究人员从一个机构（俄勒冈州州立大学）和学习的科学家从另一个（华盛顿大学）在一个为期两年的项目，涉及两项研究，旨在探讨如何生产性学科参与的支持和限制在一个合作的虚拟工程任务的顶点课程。在一项研究中，社会文化和情感框架将承担现存的数据（已经分析认知），以探索在五个学生小组内的任务，小组和教师之间的互动。 这些次要分析将侧重于参与模式，话语过程和嵌入在课程更大背景下的群体的社会背景，目的是阐明参与和学习发展的方式。第二项研究将需要分析主要数据（通过在顶点课程的学生的前和后调查收集），以调查在虚拟实验室组的经验和学生的学习，对工程的兴趣和研究生计划的关系。

This collaborative proposal brings together engineering education researchers from one institution (Oregon State University) and learning scientists from another (University of Washington) in a two-year project involving two studies designed to investigate how productive disciplinary engagement is supported and constrained in a collaborative virtual engineering task in a capstone course. In one study, sociocultural and affective frames will be brought to bear on extant data (already analyzed cognitively) in order to explore interactions within five student groups working on the task, and between groups and instructor. These secondary analyses will focus on patterns of engagement, discourse processes, and social context of the groups embedded in the larger context of the course with the aim of shedding light on the ways in which engagement and learning develop. The second study will entail analyses of primary data (collected via pre- and post- surveys of students in the capstone course) to investigate the relationship of the experience in the virtual laboratory groups and student learning, interest in engineering, and post-graduate plans.