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Collaborative Research: Research in Improving Computational Thinking in the Formation of Engineers, a Multi-Institutional Initiative.

合作研究：提高工程师培养中的计算思维的研究，一项多机构倡议。

基本信息

批准号：
1949880
负责人：
Noemi Mendoza-Diaz
金额：
$ 34.93万
依托单位：
Texas A&M University
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：
2019-07-12 至 2025-03-31
项目状态：
未结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=1949880&HistoricalAwards=false
关键词：
Collaborative Research Improving Computational Thinking

项目摘要

Title:Understanding the Role of Computational Thinking in Engineering EducationAbstract:The need for undergraduate engineering students to learn computing has dramatically increased as computing has become more important in engineering practice. Many engineering colleges have responded to this change by requiring their engineering students to take computing classes. Some of these classes are now central to the first year of college engineering education. Computing classes are considered to be extremely difficult by many students, especially those who have not been exposed to computing in high school. Inequities in the K-12 education system mean that some students often have less opportunity to be exposed to computing before college than others. As a result, integrating computing into engineering education may exacerbate existing inequities in engineering education and reduce diversity and inclusion in engineering. This research examines the integration of computing in engineering at three institutions that incorporate computing into engineering education in different ways. A computational thinking diagnostic, which measures the degree to which students are learning critical computing concepts in engineering classes, will be used to determine how much computing the engineering students are learning. A survey will examine how students with different backgrounds are responding to the challenges of doing computing in their engineering education program. Students will also be surveyed as the term progresses to identify students who are feeling increasing, steady or decreasing stress as the complexity of the material increases. Students will be interviewed about how computing is affecting their desire to become an engineer and their confidence in their ability to excel in engineering. Taken together this information will provide new knowledge of how the integration of computing in beginning engineering classes is changing engineering education and impacting who becomes an engineer.Previous research has demonstrated that while engineering and computational skills have substantial overlap, many engineering students have little or no prior experience with computational thinking. The goal of this project is to improve the way that computational thinking is taught in colleges of engineering by understanding multiple factors that affect computational thinking development. A mixed-methods research design involving a computational thinking diagnostic paired with qualitative analysis of interviews will explore answers to three research questions: (1) How does the integration of computing into the foundational engineering courses affect the formation of engineers? (2) In what ways do social identities (e.g. gender, ethnicity, first-generation college attending), choices (e.g. major, transfer status), and other factors impact the engineering student experience with computational thinking? (3) In what ways do computational thinking skills develop over time in engineering students? The PI team has direct access to the target population at three institutions (a large, public, land grant institution (Texas A&M), a medium sized, public, state flagship institution (University of Oklahoma), and a small, private, undergraduate university focused on engineering degrees (Milwaukee School of Engineering). Each institution has unique ways of integrating computational thinking into engineering programs. Having these three institutions collaborate provides varied curricular models for integrating computation into engineering, making comparative analysis powerful. The novelty and creativity of this project lies in the capacity of the research team to answer critical questions about why students succeed or fail to become engineers based on unique computational thinking opportunities that three diverse institutions and environments provide.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.

标题：理解计算思维在工程教育中的作用摘要：随着计算在工程实践中变得越来越重要，本科工程专业学生学习计算的需求急剧增加。许多工程学院已经通过要求他们的工程专业学生参加计算课程来应对这一变化。其中一些课程现在是大学工程教育第一年的核心。计算机课程被许多学生认为是非常困难的，特别是那些在高中没有接触过计算机的学生。K-12教育体系中的不平等意味着一些学生在上大学之前接触计算机的机会往往比其他学生少。因此，将计算整合到工程教育中可能会加剧工程教育中现有的不公平现象，并减少工程的多样性和包容性。本研究探讨了在三个机构，以不同的方式将计算纳入工程教育的计算在工程中的整合。计算思维诊断，衡量学生在工程类学习关键计算概念的程度，将被用来确定多少计算工程专业的学生正在学习。一项调查将研究不同背景的学生如何应对在工程教育课程中进行计算的挑战。随着学期的进展，学生们也将接受调查，以确定随着材料复杂性的增加，谁感到压力增加，稳定或减少。学生将接受采访，了解计算如何影响他们成为工程师的愿望，以及他们对自己在工程领域出类拔萃的能力的信心。综合这些信息将提供新的知识，如何在开始工程类计算的整合正在改变工程教育和影响谁成为engineer.Previous研究表明，虽然工程和计算技能有很大的重叠，许多工程专业的学生很少或根本没有计算思维的经验。该项目的目标是通过了解影响计算思维发展的多种因素来改善工程学院教授计算思维的方式。一个混合方法的研究设计，涉及计算思维诊断配对定性分析的访谈将探讨三个研究问题的答案：（1）如何整合计算到基础工程课程影响工程师的形成？(2)社会身份（例如性别，种族，第一代大学入学），选择（例如专业，转移状态）和其他因素如何影响工程学生的计算思维体验？(3)随着时间的推移，工程专业学生的计算思维技能是如何发展的？PI团队可以直接接触三所机构的目标人群（一所大型公立赠地机构（德克萨斯州A M）、一所中型公立州立旗舰机构（俄克拉荷马州大学）和一所专注于工程学位的小型私立本科大学（密尔沃基工程学院）。每个机构都有独特的方法将计算思维融入工程项目。这三个机构的合作提供了不同的课程模型，将计算融入工程，使比较分析功能强大。该项目的新奇和创造性在于研究团队能够回答关键问题，即为什么学生成功或失败成为工程师，基于三个不同的机构和环境提供的独特计算思维机会。该奖项反映了NSF的法定使命，并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，被认为值得支持。

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）

Board 240: Computational Thinking in the Formation of Engineers: Year 3 Paper presented at 2023 ASEE Annual Conference & Exposition, Baltimore , Maryland. https://peer.asee.org/42683

Board 240：工程师培养中的计算思维：2023 年 ASEE 年会上发表的第 3 年论文

DOI：
发表时间：
2023
期刊：
Proceedings ASEE annual conference
影响因子：
0
作者：
Mendoza Diaz, N. V.
通讯作者：
Mendoza Diaz, N. V.

The Impact of Prior Programming Experience on Computational Thinking in First-Year Engineering Experience.

DOI：
10.18260/1-2--39144
发表时间：
期刊：
2022 CoNECD (Collaborative Network for Engineering & Computing Diversity) Proceedings
影响因子：
0
作者：
Noemi V. Mendoza Diaz;D. Trytten;Russell Meier;J. Moore
通讯作者：
Noemi V. Mendoza Diaz;D. Trytten;Russell Meier;J. Moore

Computational Thinking in the Formation of Engineers: Year 2

工程师培养中的计算思维：第二年