Research Initiation: Improving Engineering-Related Social Cognitions through Teaching Practices
研究启动:通过教学实践提高工程相关的社会认知
基本信息
- 批准号:1926480
- 负责人:
- 金额:$ 19.99万
- 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:2019-09-01 至 2023-08-31
- 项目状态:已结题
- 来源:
- 关键词:
项目摘要
Success in engineering requires not only technical knowledge and skills but also belief in the ability to succeed in the challenges one may face in engineering studies and engineering careers. Furthermore, these beliefs have been found to be important factors in the success of women and underrepresented racial/ethnic groups in engineering. Colleges and universities can help address this need by creating engineering programs enhance these beliefs through modified teaching practices. This not only improves the engineering education of all students but also would address a national need for greater representation in engineering. In this project, researchers will work with engineering faculty to develop instructional activities that target these beliefs and attributes, and then measure how these teaching practices are related to changes in two specific types of beliefs: self-efficacy and outcomes expectations. The ultimate benefit of the project would be to find a link between certain teaching practices and improved beliefs about one's self. Such a finding would lead to improved yet easily integrated teaching practices that may have a real impact on engineering education as well as the retention and success of underrepresented groups in engineering.This project will give evidential support on the relationship between social cognitive based teaching practices and improvement in self-efficacy (the belief in one's abilities to successfully accomplish tasks in a given domain) and outcome expectations (the beliefs about the consequences of performing particular behaviors) by examining the impact of these practices on the social cognitions among students in classes targeted for these practices as compared to a control group. Furthermore, we will investigate the differential impact of teaching practices based on gender and assess if the improvements persist in later semesters. In addition, we test a model that examines the associations of engineering-related self-efficacy, positive outcome expectations, and negative outcome expectations on students' intentions to persist in engineering. Social Cognitive Career Theory recognized for its potential in expanding the involvement of underrepresented groups in STEM careers, serves as the theoretical framework for the proposed study. The research seeks to provide data to answer the following questions: Can engineering-related social cognitions among engineering students be improved through teaching practices? Does Social Cognitive Career Theory explain the relations among self-efficacy, positive outcome expectations, negative outcome expectations, and persistence intentions? An engineering faculty learning community will be established where 6 faculty members will learn about social cognitions and implement and document social cognitive-based teaching instructional strategies in their courses to improve the social cognitions of their engineering students. The impact of the teaching practices will be documented through student surveys before, during, and after the subject courses are taken, as well as outcomes compared to control group students taught by the same faculty. The data from this project will serve as preliminary data to analyze and develop social cognitive based teaching practices that will aid in the retention and success of engineers from underrepresented groups.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.
在工程方面的成功不仅需要技术知识和技能,而且还需要相信有能力在工程研究和工程职业生涯中可能面临的挑战中取得成功。 此外,这些信念已被发现是妇女和代表性不足的种族/族裔群体在工程方面取得成功的重要因素。 学院和大学可以通过创建工程项目来帮助解决这一需求,通过修改教学实践来增强这些信念。 这不仅提高了所有学生的工程教育,而且还将解决国家对工程更大代表性的需求。 在这个项目中,研究人员将与工程学院合作,开发针对这些信念和属性的教学活动,然后测量这些教学实践如何与两种特定类型的信念的变化相关:自我效能和结果期望。该项目的最终好处将是找到某些教学实践与改善自我信念之间的联系。 本研究将为基于社会认知的教学实践与自我效能感的提高之间的关系提供证据支持,从而为工程教育以及工程中代表性不足群体的保留和成功提供真实的影响(相信自己有能力成功完成特定领域的任务)和结果预期(关于执行特定行为的后果的信念)通过研究这些做法对学生的社会认知的影响,在针对这些做法的班级相比,控制组。 此外,我们将调查基于性别的教学实践的不同影响,并评估在以后的学期中是否持续改善。 此外,我们测试了一个模型,探讨工程相关的自我效能感,积极的结果预期,和消极的结果预期的学生的意图,坚持在工程协会。社会认知职业理论因其在扩大STEM职业中代表性不足的群体的参与方面的潜力而受到认可,可作为拟议研究的理论框架。本研究旨在提供数据来回答以下问题:工程专业学生的工程相关社会认知是否可以通过教学实践来提高? 社会认知生涯理论能否解释自我效能、积极结果期望、消极结果期望与坚持意图之间的关系? 将建立一个工程学院学习社区,其中6名教师将学习社会认知,并在他们的课程中实施和记录基于社会认知的教学策略,以提高他们的工程学生的社会认知。教学实践的影响将通过学生调查记录之前,期间和之后的主题课程,以及结果相比,由同一教师教的对照组学生。该项目的数据将作为初步数据,用于分析和开发基于社会认知的教学实践,这将有助于来自代表性不足群体的工程师的保留和成功。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(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)
The concerns and perceived challenges students faced when traditional in-person engineering courses suddenly transitioned to remote learning
当传统的面对面工程课程突然转变为远程学习时,学生面临的担忧和感知的挑战
- DOI:
- 发表时间:2022
- 期刊:
- 影响因子:0
- 作者:Yu, Fan;Milord, Johanna;Orton, Sarah L.;Flores, Lisa. Y.;& Marra, Rose. M.
- 通讯作者:& Marra, Rose. M.
Student perceptions of confidence in learning and teaching before and after teaching improvements
教学改进前后学生对学习和教学的信心的看法
- DOI:
- 发表时间:2023
- 期刊:
- 影响因子:0
- 作者:Orton, S.;Yu, F.;Flores, L.;& Marra, R.
- 通讯作者:& Marra, R.
Work in Progress: Faculty choice and reflection on teaching strategies to improve engineering self-efficacy
正在进行的工作:提高工程自我效能的教师选择和教学策略反思
- DOI:
- 发表时间:2022
- 期刊:
- 影响因子:0
- 作者:Yu, Fan;Milord, Johanna Orton;Flores, Lisa Y.;& Marra, Rose. M.
- 通讯作者:& Marra, Rose. M.
Impact of COVID Transition to Remote Learning on Engineering Self-Efficacy and Outcome Expectations
新冠疫情向远程学习过渡对工程自我效能感和结果预期的影响
- DOI:
- 发表时间:2021
- 期刊:
- 影响因子:0
- 作者:Milord, Johanna;Yu, Fan;Orton, Sarah;Flores, Lisa;Marra, Rose
- 通讯作者:Marra, Rose
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Sarah Orton其他文献
Evaluation of K-factor for bridge columns considering rotational restraint in non-integral intermediate bents with closed diaphragms
- DOI:
10.1016/j.engstruct.2025.120887 - 发表时间:
2025-11-01 - 期刊:
- 影响因子:6.400
- 作者:
Narek Galustanian;Mohamed T. Elshazli;Alaaeldin Elsisi;Sarah Orton - 通讯作者:
Sarah Orton
Impact of COVID-19 Transition to Remote Learning on Engineering Self-efficacy and Outcome Expectations
COVID-19 过渡到远程学习对工程自我效能和结果预期的影响
- DOI:
- 发表时间:
2021 - 期刊:
- 影响因子:0
- 作者:
J. Milord;Fan Yu;Sarah Orton;Lisa Flores;Rose Marra - 通讯作者:
Rose Marra
Sarah Orton的其他文献
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{{ truncateString('Sarah Orton', 18)}}的其他基金
Impact of Falling Debris in Structural Collapse Progression
掉落碎片对结构倒塌进程的影响
- 批准号:
2328020 - 财政年份:2024
- 资助金额:
$ 19.99万 - 项目类别:
Standard Grant
Collaborative Research: Time-Dependent Response of Reinforced Concrete Structures Near Collapse
合作研究:钢筋混凝土结构临近倒塌时的随时间响应
- 批准号:
1760915 - 财政年份:2018
- 资助金额:
$ 19.99万 - 项目类别:
Standard Grant
Collaborative Research: Dynamic Disproportionate Collapse in Flat-Plate Buildings
合作研究:平板建筑的动态不成比例倒塌
- 批准号:
1100146 - 财政年份:2011
- 资助金额:
$ 19.99万 - 项目类别:
Standard Grant
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