Collaborative Research: RAPID: Approaches to Online Implementation and Social Support in Undergraduate Engineering Courses

合作研究：RAPID：本科工程课程在线实施和社会支持的方法

• 批准号: 2030083
• 负责人: Julie Martin
• 金额: $ 7.53万
• 依托单位: Ohio State University
• 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: 2020-05-01 至 2022-04-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2030083&HistoricalAwards=false
• 关键词: Collaborative; Research; RAPID; Approaches; Online

The pandemic of COVID-19 is disrupting undergraduate engineering education globally. Students have been asked to move out of their campus residences and back home to take courses online. While some students may quickly adjust and continue to do well in their courses, others may struggle to feel connected to campus and their courses. Recent research has found that peers are a major support for engineering students and supportive social relationships and networks are critical for navigating through engineering education and careers. This research will provide an understanding of how engineering instructors are supporting student connections in their courses and what other social supports students have during this time. This research explores how choices made by engineering instructors during the COVID-19 pandemic are associated with undergraduate engineering students’ academic social capital and achievement of learning outcomes. This work uses a multiple cross-case comparison of three undergraduate engineering courses taught in different ways. Data is collected from three team-based engineering courses at Purdue University: a large first-year course, a medium-sized senior-level capstone course, and a small service-learning course that has first year through senior-level students. Data collection consists of student surveys, interviews with students, faculty, and graduate teaching assistants, course documents such as syllabi and schedules, and student assignment scores. The findings from this study will make online and in-person instruction more inclusive and easier for instructors because it will help make future decisions to ensure that all students have the resources they need to be successful in the course and to persist in their major. Findings and recommendations will be shared with instructors of the courses studied, potentially influencing the learning experiences of more than 3,000 students each year. The research team will use the results of this research to create a list of best practices for online STEM instructors which will be disseminated to the public through social media, professional organization outlets, and archival journals. Ultimately, findings will inform STEM instructors about what they can do to support the success of all undergraduate students by helping them to build academic social capital, whether during online or in-person instruction.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.

新冠肺炎的大流行正在扰乱全球工科本科教育。学生们已被要求搬出校园宿舍，回到家参加在线课程。虽然一些学生可能会很快适应并继续在他们的课程中取得好成绩，但另一些学生可能会很难感觉到与校园和他们的课程有联系。最近的研究发现，同伴是工科学生的主要支持，支持性的社会关系和网络对工科教育和职业生涯至关重要。这项研究将提供一个了解工程教师如何在课程中支持学生关系，以及在这段时间内学生获得了哪些其他社会支持。本研究探讨了工科教师在新冠肺炎疫情期间所做的选择与工科本科生的学业、社会资本和学业成就之间的关系。这项工作使用了三种不同方式教授的本科工科课程的多重交叉案例比较。数据来自普渡大学的三门以团队为基础的工程学课程：一年级大型课程，一门中等规模的高级顶尖课程，以及一年级至高级学生的小型服务学习课程。数据收集包括学生调查，对学生、教师和研究生助教的采访，课程文件，如教学大纲和时间表，以及学生作业分数。这项研究的结果将使在线和面对面教学对教师来说更具包容性，也更容易，因为这将有助于做出未来的决策，以确保所有学生都拥有在课程中取得成功并坚持自己专业所需的资源。研究结果和建议将与所研究课程的教师分享，这可能会影响每年3000多名学生的学习体验。研究小组将利用这项研究的结果，为在线STEM教师创建一份最佳做法清单，并通过社交媒体、专业组织渠道和档案期刊向公众传播。最终，调查结果将告知STEM教师他们可以做些什么来支持所有本科生的成功，通过帮助他们建立学术社会资本，无论是在线教学还是面对面教学。这一奖项反映了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

How engineering instructors supported students during emergency remote instruction: A case comparison

工程讲师如何在紧急远程教学期间为学生提供支持：案例比较

• DOI: 10.1002/cae.22495
• 发表时间: 2022
• 期刊: Computer Applications in Engineering Education
• 影响因子: 2.9
• 作者: Douglas, Kerrie A.;Johnston, Amanda C.;Martin, Julie P.;Short, Taylor;Soto‐Pérez, Rene A.
• 通讯作者: Soto‐Pérez, Rene A.

Promoting Student Support in an Online Fundamental of Electronics Course

促进学生对在线电子基础课程的支持

• DOI: 10.1109/te.2022.3154674
• 发表时间: 2022
• 期刊: IEEE Transactions on Education
• 影响因子: 2.6
• 作者: Emberley, Amanda C.;Douglas, Kerrie A.;Martin, Julie P.;Short, Taylor;Alexander Soto-Perez, Rene
• 通讯作者: Alexander Soto-Perez, Rene

Social capital during COVID-19: An international multiple case study.

COVID-19 期间的社会资本：国际多案例研究。

• 发表时间: 2022
• 期刊: American Society for Engineering Education 2022 Annual Conference and Exposition
• 作者: Wiggins, J.;Douglas K. A.;Direito, I.;Johnston, A.C.;Martin, J. P.
• 通讯作者: Martin, J. P.

Strategies to Address Changes in Social Supports during the COVID-19 Pandemic

应对 COVID-19 大流行期间社会支持变化的策略

• 发表时间: 2021
• 期刊: American Society for Engineering Education 2021 Annual Conference and Exposition
• 作者: Johnston, A. C.;Douglas, K. A.;Martin, J. P.;Short, T.
• 通讯作者: Short, T.