权益分类	功能权益	普通用户	{{item.name}}会员
{{category.name}}	{{benefitItem.name}}

Research Initiation: Investigating the Role of Problem Typology in Helping Engineering Undergrads Effectively Communicate Their Experience

研究启动：调查问题类型学在帮助工程本科生有效交流经验方面的作用

基本信息

批准号：
1830793
负责人：
Andrew Olewnik
金额：
$ 19.96万
依托单位：
SUNY at Buffalo
依托单位国家：
美国
项目类别：
Standard Grant
财政年份：
2018
资助国家：
美国
起止时间：
2018-09-15 至 2022-08-31
项目状态：
已结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=1830793&HistoricalAwards=false
关键词：
Research Initiation Investigating Role Problem

项目摘要

An important challenge in engineering education is to provide students with real-world experiences that help them to better understand what it means to be an engineer in practice. For such experiences to be truly meaningful, students must also be capable of effectively communicating insights from these experiences. In the short-term, the ability to communicate experience and its relevance is important to producing students with the kinds of skills that are desirable to employers. While professional networks and career fairs can facilitate connections to great opportunities, communication of professional competency is vital to success. In the long-term, communicating professional experiences is critical to being an effective lifelong learner, as an ability to reflect on day-to-day professional situations and recognize opportunities for self-improvement and adaptation is a first step in pursuing additional professional training. This award supports fundamental research into developing tools and techniques that aid students in understanding and communicating the value of a variety of professionally relevant experiences, like engineering club projects, internships, co-ops, and capstone design projects. The outcomes of this research are expected to impact the way in which individual courses and curriculum are designed in order to improve the professional formation of engineering students.In this research to "internalize and communicate experience" refers to a student's metacognition of their professional competencies and the level to which they can effectively communicate those competencies. The primary hypothesis is that providing a problem typology and reflection framework as context for student experiences will improve their ability to internalize and communicate the professional relevance of those experiences. The objective of the project is to investigate this hypothesis and to develop initial recommendations for effectively integrating problem typology into engineering curricula. Four research questions will guide the project plan: 1) To what degree does the introduction of a problem typology impact students' ability to meaningfully reflect on their experiences? 2) To what degree does the introduction of professional competencies (i.e. teamwork, problem-solving skills, communication skills, leadership, initiative) impact students' ability to meaningfully reflect on their experiences?3) What effect, if any, does explication of problem typology as scaffolded reflection in problem-based learning have on students' ability to meaningfully deconstruct their experiences?4) What effect does introduction of a professional competencies reflection framework have on students? ability to synthesize and meaningfully communicate their experiences (externalization to outside parties)? These research questions are investigated through student reflections and cover letters, as well as evaluation of mock interviews with engineering professionals. Both qualitative (discourse analysis) and quantitative methods (scoring rubric with professional engineers) are used in the analysis. The outcomes of this work are will lead to development of a methodological framework to support investigation of the process that engineering students use to internalize, re-synthesize, and communicate engineering problem/project experiences in terms of professional competencies. The methodological framework will support development of engineering-specific theories with respect to identity and characterization of processes that underlie engineering formation, as well as research into holistic engineering formation.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

工程教育的一个重要挑战是为学生提供真实世界的经验，帮助他们更好地理解在实践中成为工程师意味着什么。为了使这些经验真正有意义，学生还必须能够有效地交流这些经验的见解。在短期内，交流经验及其相关性的能力对于培养具有雇主所需技能的学生非常重要。虽然专业网络和招聘会可以促进与巨大机会的联系，但专业能力的交流对成功至关重要。从长远来看，交流专业经验对于成为有效的终身学习者至关重要，因为能够反思日常专业情况并认识到自我提高和适应的机会是寻求更多专业培训的第一步。该奖项支持基础研究开发工具和技术，帮助学生理解和交流各种专业相关经验的价值，如工程俱乐部项目，实习，合作社和顶点设计项目。本研究的结果，预计将影响个别课程和课程设计的方式，以提高工程专业学生的专业形成。在本研究中，“内化和交流经验”是指学生的元认知他们的专业能力和水平，他们可以有效地沟通这些能力。主要的假设是，提供一个问题类型和反思框架的背景下，学生的经验，将提高他们的能力，内化和沟通的专业相关性，这些经验。该项目的目标是调查这一假设，并制定初步建议，有效地将问题类型学纳入工程课程。四个研究问题将指导项目计划：1）问题类型学的引入在多大程度上影响学生有意义地反思他们的经验的能力？2)专业能力（即团队合作、解决问题的技能、沟通技巧、领导能力、主动性）的引入在多大程度上影响了学生有意义地反思其经历的能力？3)在以问题为基础的学习中，问题类型学的解释作为支架式的反思，对学生有意义地解构他们的经验的能力有什么影响？4)引入专业能力反思框架对学生有什么影响？综合和有意义地交流经验的能力（外部化）？这些研究问题是通过学生的反思和求职信，以及与工程专业人士的模拟面试的评价进行调查。在分析中采用了定性（话语分析）和定量（与专业工程师评分）的方法。这项工作的成果将导致开发的方法框架，以支持调查的过程中，工程专业的学生使用内化，重新合成，并沟通工程问题/项目经验的专业能力。该方法框架将支持工程特定理论的发展，包括工程形成过程的识别和表征，以及对整体工程形成的研究。该奖项反映了NSF的法定使命，并被认为值得通过使用基金会的智力价值和更广泛的影响审查标准进行评估来支持。

项目成果

期刊论文数量（6）

专著数量（0）

科研奖励数量（0）

会议论文数量（0）

专利数量（0）

Short Paper: Thinking About Design Thinking: Toward Capturing Students’ Metacognition in Solving Design Problems

短论文：思考设计思维：捕捉学生解决设计问题的元认知

DOI：
发表时间：
2019
期刊：
Proceedings of the ... ASME Design Engineering Technical Conferences
影响因子：
0
作者：
Olewnik, Andrew;Stuhlmiller, Brian;Yerrick, Randy
通讯作者：
Yerrick, Randy

Assessing the Impact of Engineering Problem Typology on Students’ Initial Problem-solving Trajectory

评估工程问题类型对学生初始问题解决轨迹的影响

DOI：
发表时间：
2021
期刊：
ASEE Virtual Annual Conference
影响因子：
0
作者：
Olewnik, A.;Yerrick, R.;Madabhushi, M.;Ramaswamy, R. R.
通讯作者：
Ramaswamy, R. R.

Defining Open-Ended Problem Solving Through Problem Typology Framework

通过问题类型框架定义开放式问题解决

DOI：
10.3991/ijep.v10i1.11033
发表时间：
2020
期刊：
International Journal of Engineering Pedagogy (iJEP
影响因子：
0
作者：
Olewnik, Andrew;Yerrick, Randy;Simmons, Amanda;Lee, Yonghee;Stuhlmiller, Brian
通讯作者：
Stuhlmiller, Brian

Engineering Problem Typology-based Reflection and Communication of Undergraduate Engineering Experiences: Professional Engineers’ Evaluation of Students’ Mock Interview Responses

基于工程问题类型学的本科工程经验反思与交流：专业工程师—学生评价—模拟面试回答