"A Long Way Coming"--Understanding Engineering Educators' Transformations to Student-Centered Teaching

“任重而道远”--理解工程教育者向以学生为中心的教学转变

• 批准号: 1329300
• 负责人: Nadia Kellam
• 金额: $ 40万
• 依托单位: University of Georgia Research Foundation Inc
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2013
• 资助国家: 美国
• 起止时间: 2013-08-15 至 2015-06-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1329300&HistoricalAwards=false
• 关键词: Long; Way; Coming; Understanding; Engineering

Over the past decades, the engineering education community, with significant support from the National Science Foundation, has produced a large body of knowledge around engineering teaching and learning. While evidence-based educational innovations were targeted at increasing the number of STEM graduates prepared to meet society's grand challenges, the widespread impact of this body of work on teaching practice remains limited. This engineering education research study seeks to empirically generate a fundamental understanding of individual teaching transitions, and to actively disseminate the findings with the aim of fostering individual and institutional change. More specifically, the research team will conduct a qualitative research study with a view to understanding the process by which engineering faculty successfully transition from a traditional teacher-centered approach to a more active learning, student-centered approach. The research team will elicit personal narratives of exemplar engineering educators at various stages of their academic career and from diverse US institutions whom have transitioned to more student-centered teaching approaches.The broader significance and importance of this study will be to significantly advance the theoretical understanding of educational change by providing the novel perspective of individual transformations as the missing piece in the widespread adoption of student-centered pedagogies. With the aim of generating a fundamental understanding of faculty change, the research team explicitly designed this study to afford both researchers and participants in this study with opportunities to improve their own educational practice through the inherently reflective interview process. In addition to traditional modes of dissemination, such as journal articles, the research team will disseminate the research outcomes in the form of constructed narratives that represent fundamental patterns across the data to be used to foster similar transitions for a broader group of engineering educators. In combination, these efforts will provide a step towards instituting widespread change and realizing the promise that prior educational research holds for future generations of engineering students.

在过去的几十年里，工程教育界，从国家科学基金会的重大支持下，产生了大量的知识围绕工程教学和学习。 虽然循证教育创新的目标是增加STEM毕业生的数量，以应对社会的巨大挑战，但这一工作对教学实践的广泛影响仍然有限。 这项工程教育研究旨在从经验上对个人教学转型产生基本的理解，并积极传播研究结果，以促进个人和机构的变革。更具体地说，研究小组将进行定性研究，以了解工程学院成功地从传统的以教师为中心的方法过渡到更积极的学习，以学生为中心的方法的过程。 该研究小组将引出示范工程教育工作者在他们的学术生涯的各个阶段，从不同的美国机构谁已经过渡到更多的学生的个人叙述，本研究的更广泛的意义和重要性将是通过提供个人转变的新视角，作为广泛采用的教育改革中缺失的一部分，以学生为中心的教学法 为了对教师的变化有一个基本的了解，研究小组明确设计了这项研究，让研究人员和参与者都有机会通过固有的反思性访谈过程来改善自己的教育实践。 除了传统的传播模式，如期刊文章，研究团队将传播的研究成果的形式构建的叙述，代表跨数据的基本模式，用于促进工程教育工作者的更广泛的群体类似的过渡。 结合起来，这些努力将提供一个步骤，建立广泛的变化和实现的承诺，以前的教育研究持有未来几代工程专业的学生。