Research Initiation: Understanding the Impact of Engineering Faculty's Mindset on Instructional Practice, Learning Environment, and Teacher Authenticity

研究启动：了解工程教师的心态对教学实践、学习环境和教师真实性的影响

• 批准号: 1830811
• 负责人: Fredericka Brown
• 金额: $ 19.22万
• 依托单位: University of Texas at Tyler
• 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=1830811&HistoricalAwards=false
• 关键词: Research; Initiation; Understanding; Impact; Engineering

Recently, researchers in the field of engineering have begun to turn toward understanding how an inclusive education model can help engineering programs increase the number of students that are retained and graduated from their undergraduate engineering programs. Previous research studies have demonstrated that educators' beliefs about student abilities matter for student success. Research has also shown that effective teaching methods and learning environments can facilitate authentic learning experiences in which students are actively engage, seek deeper meaning, understanding, and real-life applications of the course material. This has been linked to higher student test scores, retention, and graduation rates. What has been investigated to a lesser extent is how the beliefs of faculty members influence teaching methods, learning environments, and teacher genuineness. Some recent studies consider how faculty instructional choices and interactions transform engineering education environments into one that is more inclusive. Characterizing the correlation between faculty members' belief regarding academic abilities and teaching methods, learning environment, and teacher genuineness can broaden our understanding of inclusive teaching practices within undergraduate engineering programs.The study is grounded in the construct of fixed verse growth mindset as defined by Carol S. Dweck. Individuals with a fixed mindset attribute intelligence to fixed traits and those with a growth mindset attribute intelligence to learning, effort, training, and practice. Specifically, our research will explore the overall research question: How does the faculty mindset impact instructional practice, learning environments, and teacher authenticity? In this study, faculty mindset is defined as faculty views of student intelligence. The study investigated how the way faculty views of student intelligence can foster a climate and culture of inclusivity and diversity. Understanding these relationships can have implications in terms of identifying potential barriers to success of students from a variety of backgrounds, learning styles, and abilities. This study will lay the foundation to inform improvements in engineering teaching and learning by broadening the engineering education research agenda to include growth mindsets that translate from engineering faculty to students. This research will illuminate strategies to foster a climate and culture of inclusivity and diversity that will improve teaching and learning in engineering to positively impact all student populations, including those traditionally underrepresented in engineering. The results of the study will produce recommendations for faculty, student support programs, and administrators who can directly implement new approaches to engineering pedagogy and learning strategies that improve academic achievement, engagement, and broadening participation.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.

最近，工程领域的研究人员已经开始转向了解包容性教育模式如何帮助工程项目增加保留并从本科工程项目毕业的学生数量。 以前的研究表明，教育工作者对学生能力的信念对学生的成功很重要。研究还表明，有效的教学方法和学习环境可以促进学生积极参与的真实学习体验，寻求课程材料的更深层次的意义，理解和现实生活中的应用。 这与更高的学生考试成绩、保留率和毕业率有关。 在较小的程度上，教师的信念如何影响教学方法，学习环境和教师的忠诚度。 最近的一些研究考虑教师的教学选择和互动如何将工程教育环境转变为更具包容性的环境。 描述教师对学术能力和教学方法、学习环境和教师真诚度的信念之间的相关性，可以拓宽我们对本科工程项目中包容性教学实践的理解。该研究基于Carol S定义的固定诗句成长心态的构建。德威克 具有固定心态的人将智力归因于固定的特质，而具有成长心态的人将智力归因于学习，努力，培训和实践。 具体来说，我们的研究将探讨整体研究问题：教师的心态如何影响教学实践，学习环境和教师的真实性？本研究将教师心态定义为教师对学生智力的看法。 该研究调查了教师对学生智力的看法如何促进包容性和多样性的氛围和文化。 了解这些关系可以在识别来自各种背景，学习风格和能力的学生成功的潜在障碍方面产生影响。 这项研究将奠定基础，通过扩大工程教育研究议程，包括从工程教师转化为学生的成长心态，通知在工程教学和学习的改进。 这项研究将阐明战略，以促进包容性和多样性的气候和文化，这将改善工程教学和学习，积极影响所有学生群体，包括那些传统上在工程中代表性不足的学生。 研究结果将为教师、学生支持计划和管理人员提供建议，他们可以直接实施新的工程教学法和学习策略，以提高学术成就、参与度和扩大参与度。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。