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:
    1743667
  • 负责人:
  • 金额:
    $ 1.39万
  • 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 2020-04-30
  • 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,专家们呼吁改善我们培养未来科学、技术、工程和数学领袖的方式。因此,我们需要有意识地将学习和教育学的前沿科学研究与教学实践联系起来。为了在研究-实践周期中弥合这一差距,我们提出了瑞星工程教育学院体验(Reefe),这是一个为未来工程教育专业人员(研究生)提供的为期一学期的身临其境的项目。该计划的好处是双重的,它为工程教育研究的研究生提供了在实际环境中应用他们的技能并发展合作和专业认同感的机会,同时也让经验丰富的教育从业者接触到工程教育研究的好处。在每个学期中,一名研究生(目前正在攻读工程教育博士课程)与主办机构的教职员工一起研究选定的项目或学校发现的问题。主办机构拥有较高水平的工程实践教育经验,但工程教育研究经验有限。通过这个项目,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,成为变革的推动者,同时从经验丰富的工程教育者那里获得关于教学工程的实践知识。作为交换,主办机构的教职员工与工程教育研究专家(后期研究生)合作,发现研究如何造福于他们的教学和课堂。这个热切的项目将支持一个扩展的试点计划,最终导致一个更大的新兴工程教育学院经验联盟发展一个全面、可持续的模式。在这项试点计划中,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研究生,并与Rose-Hulman理工学院和加州理工大学圣路易斯·奥比斯波的教职员工合作。该项目之前的两次测试产生了研究人员和从业者之间的积极合作,并证明了参与者的专业发展。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,有必要探索一个更大的、可持续的联合体模式。该计划的重点是将未来的工程教育专家(工程教育研究生)整合到传统的工程课程中,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。通过向传统工程系灌输后期研究生,该项目旨在扩大工程界对将以研究为基础的实践纳入和维持课程和系的好处和能力的理解。总体而言,该联盟将促进以下活动:1)招募工程教育研究生并将其匹配到合作机构,在那里他们将在工程教育研究活动上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指导;以及3)就项目对研究-实践周期的影响进行研究。通过这些努力,我们寻求对工程教育实践和研究生发展产生积极影响。

项目成果

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Cory Hixson其他文献

Making Sense of Canvas Tools: Analysis and Comparison of Popular Canvases
了解画布工具:流行画布的分析与比较
  • DOI:
    10.18260/p.26211
  • 发表时间:
    2016
  • 期刊:
  • 影响因子:
    0
  • 作者:
    J. Tranquillo;W. Kline;Cory Hixson
  • 通讯作者:
    Cory Hixson
MENTORING AND FACILITATION IN ENTREPRENEURSHIP EDUCATION: BELIEFS AND PRACTICES
创业教育的指导和促进:信念和实践
  • DOI:
    10.7814/jeenv6p4
  • 发表时间:
    2015
  • 期刊:
  • 影响因子:
    0
  • 作者:
    Benjamin Lutz;Cory Hixson;M. Paretti;A. Epstein;J. Lesko
  • 通讯作者:
    J. Lesko
Faculty Motivation: A Gateway to Transforming Engineering Education
教师激励:工程教育转型的门户
  • DOI:
  • 发表时间:
    2014
  • 期刊:
  • 影响因子:
    0
  • 作者:
    H. Matusovich;M. Paretti;L. Mcnair;Cory Hixson
  • 通讯作者:
    Cory Hixson
Graduate Student and Faculty Member: An Exploration of Career and Personal Decisions
研究生和教职员工:职业和个人决策的探索
Exploring Engineering Faculty Members' Experiences with University Commercialization Utilizing Systems Thinking
利用系统思维探索工程学院成员在大学商业化方面的经验
  • DOI:
  • 发表时间:
    2016
  • 期刊:
  • 影响因子:
    0
  • 作者:
    Cory Hixson
  • 通讯作者:
    Cory Hixson

Cory Hixson的其他文献

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