Mapping Multiple Roads to Increased Engagement

绘制提高参与度的多条道路

• 批准号: 1504618
• 负责人: Denise Wilson
• 金额: $ 24.93万
• 依托单位: University of Washington
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2015
• 资助国家: 美国
• 起止时间: 2015-09-01 至 2020-06-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1504618&HistoricalAwards=false
• 关键词: Mapping; Multiple; Roads; Increased; Engagement

This research seeks to identify what faculty in engineering and related STEM fields do that causes students to feel more supported. The literature tells us that students who feel more supported by faculty and interact more with them engage more, feel better, and do better academically. Yet, we lack an understanding of the impacts of faculty behaviors that is detailed enough to give faculty and other instructors specific strategies for success to apply to diverse students in a range of settings and classes.Without this knowledge, faculty attempts to support students can be diluted or fail altogether. This project's goal is to take the randomness out of the equation so that faculty can effectively help and strongly support students. This project adopts both quantitative and qualitative data collected in both course-level case studies and longitudinal research designs over short (quarter-long) time scales. A wide range of instruments including surveys, interviews, faculty/TA reports, and observations will be used. The overall goal is to capture a rich picture of particular courses with the goal of understanding how students become highly engaged or when they do not engage, what appears to limit or hold back their engagement.

这项研究旨在确定工程和相关STEM领域的教师做了什么，使学生感到更多的支持。 文献告诉我们，那些感觉得到教师更多支持并与他们互动更多的学生参与更多，感觉更好，在学术上做得更好。然而，我们缺乏对教师行为的影响的理解，这种理解足够详细，可以为教师和其他教师提供具体的成功策略，以适用于各种环境和班级中的不同学生。没有这些知识，教师对学生的支持可能会被稀释或完全失败。这个项目的目标是把随机性的方程，使教师可以有效地帮助和大力支持学生。该项目采用了在短期（四分之一长）时间尺度上收集的课程级案例研究和纵向研究设计的定量和定性数据。将使用广泛的工具，包括调查，访谈，教师/TA报告和观察。总体目标是捕捉特定课程的丰富图片，目的是了解学生如何变得高度参与或当他们不参与时，似乎限制或阻碍他们的参与。

项目成果

How did the landscape of student belonging shift during COVID ‐19?

在新冠肺炎 (COVID-19) 疫情期间，学生归属感发生了怎样的变化？

• DOI: 10.1002/jee.20542
• 发表时间: 2023
• 期刊: Journal of Engineering Education
• 影响因子: 3.4
• 作者: Misra, Shruti;Kardam, Neha;VanAntwerp, Jennifer;Wilson, Denise
• 通讯作者: Wilson, Denise