Collaborative Research: Design and Development: The Skillful Learning Institute

合作研究：设计与开发：技能学习学院

• 批准号: 1932958
• 负责人: Rachel Ellestad
• 金额: $ 1.83万
• 依托单位: University of Tennessee Knoxville
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2020
• 资助国家: 美国
• 起止时间: 2020-01-01 至 2022-12-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1932958&HistoricalAwards=false
• 关键词: Collaborative; Research; Design; Development; Skillful

The Skillful Learning Institute is a virtual short course experience for 25-30 engineering educators to expand the explicit engagement of engineering students in their metacognitive development. Such intentional engagement with students, helping them become more skillful learners, is critically lacking at present. Metacognition is instrumental in being able to independently assess and direct one's learning - a lifelong skill to propel ongoing growth and development. As such, metacognition is important for engineers because it empowers them (i.e., builds their agency and self-efficacy) to handle ambiguity inherent in navigating and solving engineering problems. The ultimate goal is to enhance the education of engineers through explicit metacognitive training, and the focus is on educators for their enduring and multiplicative impact on current and future engineering students, and, secondary impacts on their colleagues. The experience is designed to build educators' capacities to teach metacognition and to continue to use and develop engaging metacognitive activities. Intentional elements are included to build a sense of community and mutual support where participants are actively engaged with each other and the facilitators. The aim is to enhance the translation of the resulting metacognitive activities into practice and to develop a lasting community of support after the completion of the short course. This project will create a diverse virtual community of scholars organized around the desire to see metacognition explicitly integrated into existing curriculum. By eliminating the time and cost of travel, this project will enable populations that might otherwise be limited in attendance such as professional-track faculty, teaching focused faculty, community college faculty, adjunct faculty. In turn, the diverse participants will reach a diverse mix of engineering students with metacognitive training - supporting all students' success. The short course consists of three two-hour synchronous virtual workshops over a six-week period in the summer. These three virtual workshops will use a flipped classroom pedagogy. During the virtual short course educators will be mentored through the design and implementation of one unique metacognitive activity for their context using a backwards design process. At the end of the short course, participants will have an intervention they can use immediately with their students and the skills to continue to design, develop, and adapt additional interventions they believe will be successful in their contexts. This level of personal ownership, emergent from a supportive and scaffolded environment, greatly increases the likelihood of success. The variety of different metacognitive interventions resulting from the project and that have been tried and tested will be captured in a repository for sharing with the engineering education community. Evaluation data will illuminate the effective elements of virtual, synchronous meetings in facilitating a community of scholars organized around metacognition and aid transferability of workshop features.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.

技能学习学院是为25-30名工程教育者提供的虚拟短期课程体验，旨在扩大工程学学生在元认知发展中的显性参与。这种有意识地与学生接触，帮助他们成为更熟练的学习者，目前是严重缺乏的。元认知有助于独立评估和指导一个人的学习--这是一项推动持续增长和发展的终身技能。因此，元认知对工程师来说很重要，因为它使他们能够处理导航和解决工程问题时固有的模棱两可的问题(即建立他们的代理和自我效能)。最终目标是通过明确的元认知培训来加强工程师的教育，重点是教育者对当前和未来的工程专业学生的持久和倍增的影响，以及对他们的同事的二次影响。该体验旨在培养教育工作者传授元认知的能力，并继续使用和发展引人入胜的元认知活动。其中包括有意的因素，以建立一种社区意识和相互支持，使参与者彼此积极接触，并与主持人积极接触。其目的是加强将由此产生的元认知活动转化为实践，并在完成短期课程后发展一个持久的支持社区。这个项目将创建一个多样化的虚拟学者社区，围绕着看到元认知明确地融入现有课程的愿望而组织起来。通过省去出差的时间和费用，该项目将使原本可能在出勤率方面受到限制的人群，如专业轨道教师、专注于教学的教师、社区学院教师和兼职教师。反过来，不同的参与者将通过元认知培训接触到不同的工科学生--支持所有学生的成功。短期课程包括夏季为期六周的三个两小时同步虚拟讲习班。这三个虚拟研讨会将使用翻转课堂教学法。在虚拟短期课程中，教育者将通过使用反向设计过程设计和实施一项针对其背景的独特的元认知活动来指导他们。在短期课程结束时，参与者将获得他们可以立即与学生一起使用的干预措施，以及继续设计、开发和调整他们认为将在他们的环境中成功的其他干预措施的技能。这种从支持性和支架式环境中涌现出来的个人所有权水平，极大地增加了成功的可能性。该项目产生的各种不同的元认知干预措施将被收集到一个储存库中，与工程教育界共享。评估数据将阐明虚拟同步会议的有效元素，以促进围绕研讨会特征的元认知和援助可转移性组织的学者社区。该奖项反映了NSF的法定使命，并通过使用基金会的智力优势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

Creating the Skillful Learning Institute: A Virtual Short Course for Building Engineering Educators’ Capacity to Promote Student Metacognitive Growth

创建技能学习学院：培养工程教育者促进学生元认知发展能力的虚拟短期课程

• DOI: 10.18260/1-2--36875
• 发表时间: 2021
• 期刊: 2021 ASEE Virtual Annual Conference
• 作者: Cunningham, Patrick;Ellestad, Rachel McCord;Matusovich, Holly M.;Carrico, Cheryl
• 通讯作者: Carrico, Cheryl

Supporting Students' Skillful Learning: Lessons Learned from a Faculty Development Workshop

支持学生的技能学习：教师发展研讨会的经验教训

• 发表时间: 2021
• 期刊: 2021 ASEE Annual Conference
• 作者: Cunningham, P.;Matusovich, H. M.;Carrico, C.;Ellestad, R. M.;Tantum, S.;Simmons, R.
• 通讯作者: Simmons, R.