Collaborative Research: Collaboration in the Future of Work: Developing Playable Case Studies to Improve STEM Career Pathways

协作研究:未来工作中的协作:开发可玩的案例研究以改善 STEM 职业道路

基本信息

  • 批准号:
    1915620
  • 负责人:
  • 金额:
    $ 52.14万
  • 依托单位:
  • 依托单位国家:
    美国
  • 项目类别:
    Standard Grant
  • 财政年份:
    2019
  • 资助国家:
    美国
  • 起止时间:
    2019-07-01 至 2024-06-30
  • 项目状态:
    已结题

项目摘要

This project aims to serve the national interest by implementing educational simulations to improve career preparation among STEM students. There is a shortage of qualified workers in many STEM careers, including cybersecurity and data science. Although undergraduate education is a key step along the career pipeline, in-depth experiences such as internships often come too late and are challenging to scale up to large numbers of students whose skills are still developing. There is a need for authentic, scalable learning experiences that expose undergraduates to professional STEM practices. This project will examine how educational simulations can help undergraduate students understand and engage with STEM careers in a realistic and interdisciplinary context. The project aims to enhance the career awareness and skills of students in two areas of national interest: cybersecurity and crisis response. The project also aims to generate knowledge about how simulations can be used synergistically with traditional courses. The outcomes of the project have potential impact across the higher education spectrum and the K-12 environment. This project will use a new form of educational simulation called a Playable Case Study (PCS). In a PCS, players collaborate with each other and fictional characters in an authentic scenario using a multimedia interface supported by chatbots, videoconferencing, and interactive STEM tools. Players' actions and decisions influence the unfolding narrative. The PCS will spawn in-class discussions to help students reflect on and gain more disciplinary understanding from their experience. Like other educational simulations, PCSs provide undergraduate students with a low-risk opportunity to experience professional STEM work that can be scaled up through technology to reach more students. The project will create and evaluate two PCSs focused on human-centered cybersecurity and crisis response. It will use a socio-cognitive approach, called expansive framing. Students will have the opportunity take ownership of their learning by framing problems in their own words. The project will combine design-based research and quasi-experimentation to answer three research questions: 1) How do PCSs support STEM learning, engagement, career awareness, and career intent; and how does this vary for different kinds of students? 2) How can a situated learning simulation (e.g., PCSs) be augmented by expansive framing to increase near and far transfer of STEM knowledge? 3) How can a simulation with an analytics engine and embedded assessments present meaningful student feedback about their interdisciplinary, team-based STEM work? The results of this project have the potential to improve STEM career pathways and will enhance understanding of how simulation can be effectively used in educational environments. This Engaged Student Learning project is supported by the NSF Improving Undergraduate STEM Education Program: Education and Human Resources (IUSE: EHR), which supports research and development projects to improve the effectiveness of STEM education for all undergraduate students. Through the Engaged Student Learning track, the program supports the creation, exploration, and implementation of promising practices and tools.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.
该项目旨在通过实施教育模拟来服务于国家利益,以改善STEM学生的职业准备。在许多STEM职业中,包括网络安全和数据科学,都缺乏合格的工人。尽管本科教育是职业发展道路上的关键沿着一步,但实习等深入体验往往来得太晚,而且很难扩大到技能仍在发展的大量学生。有一个真实的,可扩展的学习经验,使本科生接触专业的STEM实践的需要。该项目将研究教育模拟如何帮助本科生在现实和跨学科的背景下理解和参与STEM职业。该项目旨在提高学生在国家感兴趣的两个领域的职业意识和技能:网络安全和危机应对。该项目还旨在获取有关如何与传统课程协同使用模拟的知识。该项目的成果对整个高等教育领域和K-12环境具有潜在影响。该项目将使用一种新的教育模拟形式,称为可玩案例研究(PCS)。在PCS中,玩家使用聊天机器人,视频会议和交互式STEM工具支持的多媒体界面在真实场景中相互协作和虚构角色。玩家的行动和决定影响着故事的展开。PCS将引发课堂讨论,以帮助学生反思并从他们的经验中获得更多的学科理解。与其他教育模拟一样,PCS为本科生提供了一个低风险的机会,让他们体验专业的STEM工作,这些工作可以通过技术扩展到更多的学生。该项目将创建和评估两个PCS,重点关注以人为本的网络安全和危机应对。它将使用一种社会认知方法,称为扩展框架。学生将有机会通过用自己的话提出问题来掌握自己的学习。该项目将结合联合收割机设计为基础的研究和准实验,以回答三个研究问题:1)PCS如何支持STEM学习,参与,职业意识和职业意向;以及这是如何为不同类型的学生变化?2)情境学习模拟(例如,通过扩展框架来增加STEM知识的近距离和远距离转移?3)一个带有分析引擎和嵌入式评估的模拟如何能够提供学生对他们跨学科、基于团队的STEM工作的有意义的反馈?该项目的结果有可能改善STEM职业途径,并将提高对如何在教育环境中有效使用模拟的理解。这个学生学习项目由NSF改善本科STEM教育计划:教育和人力资源(IUSE:EHR)支持,该计划支持研究和开发项目,以提高所有本科生STEM教育的有效性。该奖项反映了NSF的法定使命,并通过使用基金会的知识价值和更广泛的影响审查标准进行评估,被认为值得支持。

项目成果

期刊论文数量(4)
专著数量(0)
科研奖励数量(0)
会议论文数量(0)
专利数量(0)
Simulating Municipal Cybersecurity Incidents: Recommendations from Expert Interviews
模拟市政网络安全事件:专家访谈的建议
Increasing Cybersecurity Career Interest through Playable Case Studies
通过可玩的案例研究提高网络安全职业兴趣
  • DOI:
    10.1007/s11528-021-00585-w
  • 发表时间:
    2021
  • 期刊:
  • 影响因子:
    2.5
  • 作者:
    Giboney, Justin Scott;McDonald, Jason K.;Balzotti, Jonathan;Hansen, Derek L.;Winters, Desiree M.;Bonsignore, Elizabeth
  • 通讯作者:
    Bonsignore, Elizabeth
Objectivation in design team conversation
设计团队对话中的客观化
  • DOI:
    10.1016/j.destud.2021.101045
  • 发表时间:
    2021
  • 期刊:
  • 影响因子:
    3.5
  • 作者:
    McDonald, Jason K.;Bowman, Kayla;Elsayed-Ali, Salma
  • 通讯作者:
    Elsayed-Ali, Salma
Embedded Ethical Experiences: Designing Playable Case Studies for Ethics Education
嵌入式道德体验:为道德教育设计可玩的案例研究
  • DOI:
  • 发表时间:
    2021
  • 期刊:
  • 影响因子:
    0
  • 作者:
    Hansen, Derek L.;Neupane, Aatish;Gedris, Kira
  • 通讯作者:
    Gedris, Kira
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Derek Hansen其他文献

Learning Physical Models that Can Respect Conservation Laws
学习遵守守恒定律的物理模型
  • DOI:
    10.1016/j.physd.2023.133952
  • 发表时间:
    2023
  • 期刊:
  • 影响因子:
    3.3
  • 作者:
    Derek Hansen;Danielle C. Maddix;S. Alizadeh;Gaurav Gupta;Michael W. Mahoney
  • 通讯作者:
    Michael W. Mahoney
1-(4-Phenylpiperazin-1-yl)-2-(1H-pyrazol-1-yl)ethanones as novel CCR1 antagonists.
1-(4-苯基哌嗪-1-基)-2-(1H-吡唑-1-基)乙酮作为新型 CCR1 拮抗剂。
  • DOI:
    10.1016/j.bmcl.2013.01.005
  • 发表时间:
    2013
  • 期刊:
  • 影响因子:
    2.7
  • 作者:
    A. Pennell;James B Aggen;Subhabrata Sen;Wei Chen;Yuan Xu;Edward J. Sullivan;Lianfa Li;Kevin Greenman;Trevor T. Charvat;Derek Hansen;D. Dairaghi;J.J. Kim Wright;Penglie Zhang
  • 通讯作者:
    Penglie Zhang
A Randomized Missing Data Approach to Robust Filtering with Applications to Economics and Finance
稳健过滤的随机缺失数据方法及其在经济和金融中的应用
  • DOI:
  • 发表时间:
    2018
  • 期刊:
  • 影响因子:
    0
  • 作者:
    Dobrislav Dobrev;Derek Hansen;P. Szerszen
  • 通讯作者:
    P. Szerszen
Acute Fibrinous and Organizing Pneumonia Following Hematopoietic Stem Cell Transplantation Responsive to Corticosteroid Therapy
  • DOI:
    10.1016/j.chest.2016.08.867
  • 发表时间:
    2016-10-01
  • 期刊:
  • 影响因子:
  • 作者:
    Derek Hansen;Melissa Brents;Avani Mehta
  • 通讯作者:
    Avani Mehta
Rapid In Vitro Evaluation of Antiretroviral Barrier to Resistance at Therapeutic Drug Levels
治疗药物水平抗逆转录病毒耐药屏障的快速体外评估
  • DOI:
    10.1089/aid.2016.0071
  • 发表时间:
    2016
  • 期刊:
  • 影响因子:
    1.5
  • 作者:
    Andrew Mulato;Derek Hansen;A. Thielen;D. Porter;G. Stepan;K. White;M. Daeumer;T. Cihlar;S. Yant
  • 通讯作者:
    S. Yant

Derek Hansen的其他文献

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{{ truncateString('Derek Hansen', 18)}}的其他基金

CyberCorps Scholarship for Service: Building Research-minded Cyber Leaders
Cyber​​Corps 服务奖学金:培养具有研究意识的网络领导者
  • 批准号:
    2336409
  • 财政年份:
    2024
  • 资助金额:
    $ 52.14万
  • 项目类别:
    Continuing Grant
Full-Scale Development: Collaborative Research Advancing Informal STEM Learning Through Scientific Alternate Reality Games
全面发展:通过科学的替代现实游戏推进非正式 STEM 学习的协作研究
  • 批准号:
    1323787
  • 财政年份:
    2013
  • 资助金额:
    $ 52.14万
  • 项目类别:
    Continuing Grant

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    2010
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Cell Research (细胞研究)
  • 批准号:
    30824808
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    2008
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    24.0 万元
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    专项基金项目
Research on the Rapid Growth Mechanism of KDP Crystal
  • 批准号:
    10774081
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    2007
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合作研究:REU 地点:地球与行星科学和天体物理学 REU 与纽约市立大学合作,位于美国自然历史博物馆
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