Research Initiation: Factors Motivating Engineering Faculty to Adopt and Teach New Engineering Technologies
研究启动:激励工程教师采用和教授新工程技术的因素
基本信息
- 批准号:2024970
- 负责人:
- 金额:$ 19.96万
- 依托单位:
- 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:2020-09-01 至 2024-08-31
- 项目状态:已结题
- 来源:
- 关键词:
项目摘要
With the world on the brink of the Fourth Industrial Revolution, engineering faculty must continuallyteach new industry-relevant engineering technologies, such as new software tools or new programminglanguages, to maintain the relevance of their course materials, as well as to model lifelong learning andtechnology adoption to students. Although faculty regularly adopt new technologies for their ownresearch, these technologies are not necessarily those that are most important for practicing engineerswithin industry. This project will develop an understanding of what aids and hinders engineering faculty ability to learn and teach new engineering technologies, which will inform a model of faculty technology acceptance as well as proposed interventions to increase faculty adoption of industry-relevant technologies. Properly trained engineers are an essential element of our country to navigate the Fourth Industrial Revolution and maintain both our long-term economic stability and our national security. The success of engineering programs within the technological revolution depends upon a quick and agile response from faculty and administration. This project will help position engineering faculty to be able to maintain the relevance of engineering programs and the skills of engineering graduates both now and in the long term.This project will develop an understanding of factors that support or inhibit engineering facultytechnology acceptance, including the development of a faculty-specific model of such acceptance. Itsscope will focus on examining engineering faculty voluntary adoption and teaching of industry-relevant technologies. Previous studies of technology adoption among faculty have focused on instructional technologies, rather than the technologies that students will use in their careers. Additionally, the widely used Technology Acceptance Model (TAM) has been shown to be limited, only accounting for 60% of the variability in the ultimate adoption of a technology (Lee et al., 2003). Thus, additional factors remain to be uncovered that affect the adoption and teaching of industry-relevant technologies by university engineering faculty. The questions to be addressed in the research include: (a) What are the motivations that influence the adoption of new digital technologies by engineering faculty? (b) What are the barriers that inhibit the adoption of new digital technologies by engineering faculty? (c) What institutional policies and programs might aid faculty in the adoption of new engineering technologies? (d) What factors affect faculty decisions regarding which new engineering technologies to learn and adopt for their professional use? and (e) How do faculty determine which engineering technologies to teach in their courses? Qualitative interviews with engineering faculty will be used to gather data to identify the relevant variables which can then be tested in subsequent research. Identified themes in the data will be used to elaborate new constructs that may affect faculty technology acceptance. These new constructs will ultimately lead to a proposed revised TAM that is more applicable to engineering faculty, leading to a better understanding of technology adoption and use among these faculty. More importantly, the new understandings that are developed will inform proposed interventions to address the challenge of keeping the technological tools taught to students, and associated skills learned, in engineering courses relevant for engineering graduates.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.
随着世界处于第四次工业革命的边缘,工程教师必须不断教授新的行业相关工程技术,如新的软件工具或新的编程语言,以保持课程材料的相关性,并为学生提供终身学习和技术采用的模式。虽然教师经常采用新技术进行自己的研究,这些技术不一定是那些最重要的实践工程师在行业内。该项目将了解是什么帮助和阻碍工程学院学习和教授新工程技术的能力,这将为学院技术接受模式以及建议的干预措施提供信息,以增加学院采用行业相关技术。训练有素的工程师是我们国家在第四次工业革命中导航并保持长期经济稳定和国家安全的重要因素。技术革命中工程项目的成功取决于教师和管理人员的快速敏捷反应。本项目将帮助定位工程学院,能够保持工程课程的相关性和工程专业毕业生的技能,无论是现在还是长期。本项目将开发支持或抑制工程学院技术接受的因素的理解,包括开发一个特定的学院模型,这样的接受。itscope将重点考察工程学院自愿采用和教授行业相关技术的情况。以前对教师采用技术的研究主要集中在教学技术上,而不是学生在职业生涯中使用的技术。此外,广泛使用的技术接受模型(TAM)已被证明是有限的,仅占技术最终采用的可变性的60%(Lee等人,2003年)。因此,影响大学工程学院采用和教授行业相关技术的其他因素仍有待发现。研究中要解决的问题包括:(a)影响工程学院采用新数字技术的动机是什么?(b)什么是阻碍工程学院采用新数字技术的障碍?(c)什么样的制度政策和计划可以帮助教师采用新的工程技术?(d)哪些因素会影响教师决定学习和采用哪些新的工程技术用于他们的专业用途?以及(e)教师如何决定在他们的课程中教授哪些工程技术?与工程学院的定性访谈将被用来收集数据,以确定相关的变量,然后可以在随后的研究进行测试。数据中确定的主题将用于阐述可能影响教师技术接受的新结构。这些新的结构将最终导致一个拟议的修订TAM,更适用于工程学院,从而更好地了解这些教师之间的技术采用和使用。更重要的是,新的理解将为拟议的干预措施提供信息,以应对在工程专业毕业生相关的工程课程中保持教授给学生的技术工具和学到的相关技能的挑战。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(5)
专著数量(0)
科研奖励数量(0)
会议论文数量(0)
专利数量(0)
Factors Motivating Engineering Faculty to Adopt and Teach New Engineering Technologies
激励工程教师采用和教授新工程技术的因素
- DOI:10.1109/fie49875.2021.9637235
- 发表时间:2021
- 期刊:
- 影响因子:0
- 作者:Jarvie-Eggart, Michelle;Owusu-Ansah, Alfred;Stockero, Shari L.
- 通讯作者:Stockero, Shari L.
Workshop: Promoting Technology Adoption Among Engineering Faculty
研讨会:促进工程学院的技术采用
- DOI:10.1109/fie56618.2022.9962521
- 发表时间:2022
- 期刊:
- 影响因子:0
- 作者:Jarvie-Eggart, Michelle;Owusu-Ansah, Alfred
- 通讯作者:Owusu-Ansah, Alfred
Facilitating Conditions for Engineering Faculty Technology Adoption
为工程学院技术采用提供便利条件
- DOI:
- 发表时间:2022
- 期刊:
- 影响因子:0
- 作者:Jarvie-Eggart, Michelle;Owusu-Ansah, Alfred;Stockero, Shari
- 通讯作者:Stockero, Shari
Board 359: Potential Interventions to Promote Engineering Technology Adoption among Faculty
Board 359:促进教师采用工程技术的潜在干预措施
- DOI:
- 发表时间:2023
- 期刊:
- 影响因子:0
- 作者:Jarvie-Eggart;Michelle E
- 通讯作者:Michelle E
“It Can’t Tell You How to Do That.” Suggesting a Faculty-Focused Subgenre of Instructional Writing
——它不能告诉你如何做到这一点。——建议以教师为中心的教学写作子类型
- DOI:10.1109/procomm53155.2022.00006
- 发表时间:2022
- 期刊:
- 影响因子:0
- 作者:Owusu-Ansah, Alfred L.;Jarvie-Eggart, Michelle
- 通讯作者:Jarvie-Eggart, Michelle
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Michelle Jarvie-Eggart的其他文献
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