Collaborative Research: Supporting Agency Among Early Career Engineering Education Faculty in Diverse Institutional Contexts

合作研究：不同机构背景下早期职业工程教育教师的支持机构

• 批准号: 1664008
• 负责人: Alexandra Strong
• 金额: $ 11.15万
• 依托单位: Franklin W. Olin College of Engineering
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2017
• 资助国家: 美国
• 起止时间: 2017-06-01 至 2019-01-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1664008&HistoricalAwards=false
• 关键词: Collaborative; Research; Supporting; Agency; Among

Faculty are at the center of many potential solutions to national and global calls for transformative improvements in STEM education. The last 20 years have seen significant advancement in understanding of how to create effective learning environments for STEM education. While many individual faculty have adopted new approaches to teaching, change has not been deep or widespread enough to make a major impact across all of STEM education. Better understanding is needed of how faculty can become change agents in order to effect this change. This study focuses on exploring the experiences of early career engineering education faculty as they attempt to impact the engineering education experiences of students locally and more broadly. Engineering education faculty are unique in that they have formal training in the types of change desired, and are often embedded in disciplinary engineering departments where they can apply their knowledge to create change. Understanding their experiences and the academic cultures in which they are working will provide information on how they can and cannot influence education practices in their departments. Doing so will enhance our efforts to train and develop faculty prepared to drive change in engineering education.In the first phase of a two-phase study, collaborative inquiry and collaborative autoethnography methods will be used to systematically examine the PIs' own experiences as six early career faculty members in diverse settings: this will include scrutinizing acceptance of ambiguity, responses to disappointments and challenges, willingness to adapt, and ability to collaborate. Subsequently, in the second phase, the experiences of 12-15 additional early career faculty members will be examined to refine and expand on the phase one results, increasing their applicability to multiple settings. The results of this project will (1) advance the engineering education community's understanding of existing structures for facilitating change (or the lack thereof) in engineering education (2) identify barriers and supports for making change as early career engineering education faculty; and (3) develop a co-constructed understanding of how to better prepare and support faculty to exercise agency as it relates to impacting engineering education during their first few years in academic positions. These advancements are critical because the calls for change in engineering education will continue as technological advances are made and the role of engineers in society continues to evolve. By identifying the barriers and supports that affect early career faculty's abilities to take strategic and intentional actions towards achieving impact, the results of this study will enable engineering education graduate programs and national engineering education organizations to make programmatic changes to benefit future faculty. In addition, the evidence-based insights resulting from this study have the potential to expedite the on-boarding process of new engineering education faculty, promote improvements in STEM education nationally by faculty at all stages of their careers, and support the development of the field of engineering education research.

针对国家和全球对 STEM 教育变革性改进的呼吁，教师是许多潜在解决方案的核心。过去 20 年，人们对于如何为 STEM 教育创建有效学习环境的理解取得了重大进展。尽管许多教师已经采用了新的教学方法，但变革的深度和广度还不足以对整个 STEM 教育产生重大影响。为了实现这一变革，需要更好地了解教师如何成为变革推动者。本研究的重点是探索早期职业工程教育教师的经验，因为他们试图影响当地和更广泛的学生的工程教育经历。工程教育教师的独特之处在于，他们接受过所需变革类型的正式培训，并且通常嵌入学科工程部门，在那里他们可以运用自己的知识来创造变革。了解他们的经历和他们工作的学术文化将提供有关他们如何能够和不能影响其部门的教育实践的信息。这样做将加强我们培训和发展为推动工程教育变革做好准备的教师的努力。在两阶段研究的第一阶段，将使用协作探究和协作自我民族志方法来系统地研究 PI 作为六名早期职业教师在不同环境中的经历：这将包括审查对模糊性的接受、对失望和挑战的反应、适应意愿和协作能力。随后，在第二阶段，将对另外 12-15 名早期职业教员的经验进行审查，以完善和扩展第一阶段的结果，提高其对多种环境的适用性。该项目的结果将（1）促进工程教育界对促进工程教育变革（或缺乏变革）的现有结构的理解（2）确定早期职业工程教育教师进行变革的障碍和支持； (3) 就如何更好地准备和支持教师行使代理权达成共同构建的理解，因为这关系到他们在担任学术职位的头几年对工程教育的影响。这些进步至关重要，因为随着技术的进步和工程师在社会中的作用的不断发展，对工程教育变革的呼声将持续下去。通过确定影响早期职业教师采取战略和有意识行动以实现影响力的障碍和支持，这项研究的结果将使工程教育研究生项目和国家工程教育组织能够做出计划性改变，以使未来的教师受益。此外，这项研究得出的基于证据的见解有可能加快新工程教育教师的入职过程，促进全国各个职业阶段教师的 STEM 教育的改进，并支持工程教育研究领域的发展。

项目成果

Best Practices for Developing a Virtual Peer Mentoring Community

开发虚拟同伴指导社区的最佳实践

• 发表时间: 2017
• 期刊: ASEE annual conference & exposition proceedings
• 作者: Faber, C.;Smith-Orr, C.;Coso Strong, A.;Lee, W.;McCave, E.
• 通讯作者: McCave, E.

Early Career Faculty Transitions: Negotiating Legitimacy and Seeking Support in Engineering Education

早期职业教师转型：谈判合法性并寻求工程教育支持

• DOI: 10.21061/see.52
• 发表时间: 2021
• 期刊: Studies in Engineering Education
• 作者: Coso Strong, Alexandra;Smith-Orr, Courtney;Bodnar, Cheryl;Lee, Walter;McCave, Erin;Faber, Courtney
• 通讯作者: Faber, Courtney

I Graduated, Now What? An Overview of the Academic Engineering Education Research Job Field and Search Process

我毕业了，现在怎么办？

• DOI: 10.18260/1-2--34741
• 发表时间: 2021
• 期刊: 2020 ASEE Virtual Annual Conference
• 作者: McCave, Erin;Bodnar, Cheryl;Smith-Orr, Courtney;Strong, Alexandra;Lee, Walter;Faber, Courtney
• 通讯作者: Faber, Courtney

Developing a Model of Professional Agency Toward Change in Engineering Education for Early Career Scholars

为早期职业学者开发工程教育变革的专业机构模型

• DOI: 10.18260/1-2--34416
• 发表时间: 2020
• 期刊: 2020 ASEE Virtual Annual Conference
• 作者: Faber, Courtney;Lee, Walter;Strong, Alexandra;Bodnar, Cheryl;Smith-Orr, Courtney;McCave, Erin
• 通讯作者: McCave, Erin