Collaborative Research: EAGER - Developing a Consortium Model for the Successful Implementation of the Rising Engineering Education Faculty Experience (REEFE)

合作研究:EAGER - 为成功实施不断上升的工程教育教师经验 (REEFE) 开发联盟模型

基本信息

  • 批准号:
    1743666
  • 负责人:
  • 金额:
    $ 28.61万
  • 依托单位:
  • 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:
    2017-10-01 至 2021-09-30
  • 项目状态:
    已结题

项目摘要

Within the STEM community, experts call for improving the way we educate future science, technology, engineering, and mathematics leaders. Therefore, we need intentional ways to connect cutting-edge scientific research on learning and pedagogy to teaching practice. To bridge this gap in the research-practice cycle, we propose the Rising Engineering Education Faculty Experience (REEFE), a semester long, immersive program for future engineering education professionals (graduate students). The benefits of the program are two-fold in that it provides graduate students in engineering education research the opportunity to apply their skills in a practical setting and develop collaborations and professional identity while also exposing experienced education practitioners to the benefits of engineering education research. During each semester, a graduate student (currently enrolled in an engineering education PhD program) works with faculty members at a host institution on selected projects or problems identified at the school. Host institutions have high levels of practical engineering education experience, but limited engineering education research experience. Through this program, graduate students learn how to apply their knowledge of educational theory, assessment, research methods, and skills at being a change agent while gaining practical knowledge about teaching engineering from experienced engineering educators. In exchange, faculty members at the host institution collaborate with engineering education research experts (late-stage graduate students) and discover how research can benefit their teaching and classrooms.This EAGER project will support an extended pilot program ultimately leading to the development of a full, sustainable model for a larger Rising Engineering Education Faculty Experience Consortium. In this pilot program, graduate students will be recruited from Virginia Tech and Purdue's Engineering Education programs and collaborate with faculty at Rose-Hulman Institute of Technology and Cal Poly San Luis Obispo. Two prior tests of the program produced positive collaborations between researchers and practitioners and evidence of participants' professional development. These results, expressions of interest from peer schools, and affirmations from independent stakeholders indicated a need to explore a larger, sustainable consortium model. This program focuses on integrating future engineering education experts (engineering education graduate students) into traditional engineering programs in order to provide support for implementing and sustaining educational interventions developed by researchers. By infusing late-stage graduate students into traditional engineering departments, this program seeks to broaden the engineering community's understanding of the benefits to and ability to incorporate and sustain research-based practices into courses and departments. Overall, the Consortium will facilitate the following activities: 1) recruit and match engineering education graduate students to partner institutions where they will work closely with engineering faculty on engineering education research activities, 2) provide developmental coaching for graduate students and faculty before, during, and after the program experience, and 3) conduct research on the impact to the research-practice cycle. Through these efforts, we seek to positively impact engineering education practices and graduate student development.
在STEM社区内,专家呼吁改善我们教育未来科学,技术,工程和数学领导者的方式。因此,我们需要有意识的方式将关于学习和教育学的前沿科学研究与教学实践联系起来。为了弥合研究实践周期中的这一差距,我们提出了新兴工程教育学院体验(REEFE),这是一个为期一学期的沉浸式计划,面向未来的工程教育专业人士(研究生)。 该计划的好处是双重的,因为它为工程教育研究的研究生提供了在实践环境中应用他们的技能并发展合作和专业身份的机会,同时也使经验丰富的教育从业者接触到工程教育研究的好处。在每个学期,一名研究生(目前就读于工程教育博士课程)与主办机构的教职员工一起研究学校确定的选定项目或问题。主办院校具有较高水平的工程教育实践经验,但工程教育研究经验有限。通过该计划,研究生学习如何应用他们的教育理论,评估,研究方法和技能的知识,同时从经验丰富的工程教育工作者那里获得有关工程教学的实用知识。作为交换,主办机构的教师与工程教育研究专家(后期研究生)合作,探索研究如何使他们的教学和课堂受益。EAGER项目将支持一个扩展的试点项目,最终为更大的Rising工程教育教师体验联盟开发一个完整的可持续模式。在这个试点项目中,研究生将从弗吉尼亚理工大学和普渡大学的工程教育项目中招募,并与罗斯-胡尔曼理工学院和加州理工大学圣路易斯奥比斯波分校的教师合作。该计划的两个先前的测试产生了研究人员和从业人员之间的积极合作和参与者的专业发展的证据。这些结果、同行学校的兴趣表达以及独立利益攸关方的肯定表明,有必要探索一种更大的、可持续的联盟模式。该计划的重点是将未来的工程教育专家(工程教育研究生)整合到传统的工程项目中,以便为实施和维持研究人员开发的教育干预措施提供支持。通过将后期研究生注入传统的工程部门,该计划旨在扩大工程界对将基于研究的实践纳入课程和部门的好处和能力的理解。总的来说,该联盟将促进以下活动:1)招募和匹配工程教育研究生到合作伙伴机构,他们将在工程教育研究活动中与工程学院密切合作,2)在项目体验之前,期间和之后为研究生和教师提供发展辅导,以及3)对研究实践周期的影响进行研究。通过这些努力,我们寻求积极影响工程教育实践和研究生发展。

项目成果

期刊论文数量(3)
专著数量(0)
科研奖励数量(0)
会议论文数量(0)
专利数量(0)
Why We Failed: Barriers to Participation, Management, and Sustainability of an Immersive Faculty Experience Supporting Graduate Student Professional Development
我们失败的原因:支持研究生专业发展的沉浸式教师体验的参与、管理和可持续性的障碍
Board 103: EAGER: Barriers to Participation in Intensive Professional Development Opportunities
Board 103:EAGER:参与强化专业发展机会的障碍
  • DOI:
  • 发表时间:
    2019
  • 期刊:
  • 影响因子:
    0
  • 作者:
    Jarek, Stephanie;McCord, Rachel;Hixson, Cory;Ingram, Ella Lee;Williams, Julia M.
  • 通讯作者:
    Williams, Julia M.
Lean LaunchPad and Customer Discovery as a Form of Qualitative Research
精益 LaunchPad 和客户发现作为定性研究的一种形式
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Rachel Ellestad其他文献

Rachel Ellestad的其他文献

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{{ truncateString('Rachel Ellestad', 18)}}的其他基金

Collaborative Research: Design and Development: The Skillful Learning Institute
合作研究:设计与开发:技能学习学院
  • 批准号:
    1932958
  • 财政年份:
    2020
  • 资助金额:
    $ 28.61万
  • 项目类别:
    Standard Grant
Collaborative Research: EAGER - Developing a Consortium Model for the Successful Implementation of the Rising Engineering Education Faculty Experience (REEFE)
合作研究:EAGER - 为成功实施不断上升的工程教育教师经验 (REEFE) 开发联盟模型
  • 批准号:
    2013735
  • 财政年份:
    2019
  • 资助金额:
    $ 28.61万
  • 项目类别:
    Standard Grant

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