EAGER: Building Human Social Networks to Develop Data-Driven Approaches that Expand Lifelong Learning Opportunities

EAGER：建立人类社交网络，开发数据驱动的方法，扩大终身学习机会

• 批准号: 1745922
• 负责人: Alan Cheville
• 金额: $ 29.99万
• 依托单位: Bucknell University
• 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: 2017-09-01 至 2022-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1745922&HistoricalAwards=false
• 关键词: EAGER; Building; Human; Social; Networks

Industry demands more highly qualified graduates who can adapt to a rapidly changing work environment, while government demands higher quality in undergraduate education. These demands raise questions about how higher education institutions can meet such needs. Unfortunately, government, industry, and higher education do not naturally come together often enough to achieve the needed student outcomes. The recent focus on ?big data? is further raising questions about how the government, industry, and higher education capture vast amounts of information about student learning. This project will explore the intersection of big data with educational opportunities across a learner?s life, the opportunities and challenges created by these intersections, and what roles different institutions (e.g. K-12, industry, universities, government) will or should play in improving undergraduate education. Through a series of workshops, this project aims to facilitate interactions among constituents from industry, the government, and higher education institutions. The goal is to identify the kinds of big data that can tell us how to expand learning opportunities across a student?s lifetime. Through these workshops, participants will be guided to use big data to investigate trends in undergraduate engineering education, including: redefining engineering education in relation to the skills needed to be a working engineer; exploring how real-time feedback can promote learning; increasing the efficiency at which engineers acquire new knowledge and skills; understanding the interconnections across the educational systems; and rethinking the shift towards more automation, which may radically change the skills needed for employability. Big data and other trends will fundamentally change how education is obtained, who has access to various forms of education (e.g., on-line vs in person courses), and the activities that define a high-quality engineering education. By exploring the implications of big data on education, this project has the potential to transform engineering education specifically and STEM education more generally.More specifically, this project will involve a series of four workshops that are designed to achieve the following: (1) map the engineering education ecosystem from the perspective of how the affordances created by big data will impact processes, cultures, and structures in higher education; (2) explore opportunities at productive interfaces within the ecosystem; (3) understand resource allocation and flow; and (4) develop heuristics to allow various stakeholders to navigate cultural and structural shifts. Additionally, the project will integrate data collection through ethnography and survey methodologies adapted for complex, dynamic systems to more broadly capture perspectives across engineering education and explicitly focuses on network building and disseminating materials to help various entities across engineering education navigate change. This project is designed to advance knowledge of how different sectors within the engineering education ecosystem capitalize on, adapt to, or are threatened by education and workforce trends broadly driven by big data. The workshops will draw a broad audience from many sectors, including both industry and university representatives with broad expertise, and networks of people involved in personalized learning. Advances in information technology and the ability to monitor and analyze the interactions of millions of learners with online content has the potential to lead to transformative shifts in education. While these technologies have the capacity to create more equity and access to education, without opportunities for the range of stakeholders to communicate and build robust networks, such a transformative outcome cannot be assured. The opportunities for networking and relationship building in this project are supported scenario analysis and systems thinking, in a framework that has been shown to affect participant narratives.

行业需要更多高素质的毕业生，他们可以适应快速变化的工作环境，而政府要求更高的本科教育质量。这些需求提出了高等教育机构如何满足这些需求的问题。 不幸的是，政府，行业和高等教育并不经常自然地走到一起，以实现所需的学生成果。最近的焦点是？大数据？进一步提出了政府、行业和高等教育如何获取大量有关学生学习的信息的问题。 该项目将探索大数据与学习者教育机会的交叉点。的生活，这些交叉点所创造的机遇和挑战，以及不同的机构（如K-12，行业，大学，政府）将或应该在改善本科教育中发挥什么作用。通过一系列的研讨会，该项目旨在促进来自工业、政府和高等教育机构的成员之间的互动。 我们的目标是确定可以告诉我们如何在学生中扩大学习机会的大数据类型。的一生。 通过这些研讨会，参与者将被引导使用大数据来调查本科工程教育的趋势，包括：重新定义工程教育与工作工程师所需技能的关系;探索实时反馈如何促进学习;提高工程师获得新知识和技能的效率;了解教育系统之间的相互联系;重新思考向更多自动化的转变，这可能会从根本上改变就业能力所需的技能。大数据和其他趋势将从根本上改变教育的获得方式，谁可以获得各种形式的教育（例如，在线课程与面对面课程），以及定义高质量工程教育的活动。通过探索大数据对教育的影响，该项目有可能改变工程教育和更广泛的STEM教育。更具体地说，该项目将涉及一系列四个研讨会，旨在实现以下目标：（1）从大数据创造的启示将如何影响流程，文化，（1）在高等教育中的知识和结构;（2）探索生态系统内生产界面的机会;（3）了解资源分配和流动;（4）发展知识，使各利益攸关方能够驾驭文化和结构转变。此外，该项目将通过民族志和调查方法整合数据收集，以适应复杂，动态的系统，更广泛地捕捉整个工程教育的观点，并明确侧重于网络建设和传播材料，以帮助工程教育的各个实体导航变化。该项目旨在促进工程教育生态系统中的不同部门如何利用，适应或受到大数据广泛驱动的教育和劳动力趋势的威胁。讲习班将吸引来自许多部门的广泛听众，包括具有广泛专业知识的行业和大学代表，以及参与个性化学习的人员网络。 信息技术的进步以及监测和分析数百万学习者与在线内容互动的能力有可能导致教育的变革性转变。虽然这些技术有能力创造更多的公平和获得教育的机会，但如果各利益攸关方没有机会进行沟通和建立强有力的网络，就无法确保取得这种变革性成果。在这个项目中建立网络和关系的机会是支持情景分析和系统思维，在一个框架，已被证明会影响参与者的叙述。

项目成果

Asian Identity in the Online Classroom

在线课堂中的亚洲身份

• 发表时间: 2022
• 期刊: American Society for Engineering Education Annual Conference
• 作者: M. Ausman;A. Cheville;S. Appelhans;M. Shuey
• 通讯作者: M. Shuey

The Distributed System of Governance in Engineering Education: A Report on Initial Findings

工程教育的分布式治理系统：初步调查结果报告

• 发表时间: 2018
• 期刊: ASEE annual conference & exposition proceedings
• 作者: Akera, A.;Riley, D. M.;Cheville, A.;Karlin, J.;De Pree, T. A.
• 通讯作者: De Pree, T. A.

Student Experience with COVID-19 and Online Learning: Impact of Faculty’s Ability to Successfully Navigate Technological Platforms for Remote Instruction

学生对 COVID-19 和在线学习的体验：教师成功使用远程教学技术平台的能力的影响

• 发表时间: 2021
• 期刊: ASEE annual conference exposition
• 作者: Shuey, Melissa;Akera, Atsushi;Appelhans, Sarah;Cheville, R. Alan;De Pree, Thomas;Fatehibouroujeni, Soheil
• 通讯作者: Fatehibouroujeni, Soheil

Situating Engineering Education in a World Impacted by COVID-19

工程教育在受 COVID-19 影响的世界中的定位

• 发表时间: 2021
• 期刊: ASEE annual conference exposition
• 作者: De Pree, Thomas;Appelhans, Sarah;Cheville, Alan;Akera, Atsushi;Shuey, Melissa
• 通讯作者: Shuey, Melissa

Complexity, Right Action, and the Engineering Curriculum

复杂性、正确的行动和工程课程

• DOI: 10.18260/1-2--34317
• 发表时间: 2020
• 期刊: American Society for Engineering Engineering Education Annual Conference and Exhibition
• 作者: Cheville, R. A.;Heywood, J.
• 通讯作者: Heywood, J.