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: 2030133
• 负责人: Kerrie Douglas
• 金额: $ 12.42万
• 依托单位: Purdue 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=2030133&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.

COVID-19大流行正在扰乱全球的本科工程教育。学生们被要求搬出校园宿舍，回到家里在线上课。虽然有些学生可能会迅速调整，并继续在他们的课程做得很好，其他人可能会努力感觉连接到校园和他们的课程。最近的研究发现，同龄人是工程专业学生的主要支持，支持性的社会关系和网络对于工程教育和职业生涯的导航至关重要。这项研究将提供一个了解工程教师是如何支持学生在他们的课程连接和其他社会支持学生在这段时间。这项研究探讨了工程教师在COVID-19大流行期间所做的选择如何与本科工程学生的学术社会资本和学习成果的实现相关联。这项工作使用了多个跨案例比较三个本科工程课程，以不同的方式教授。数据收集从三个团队为基础的工程课程在普渡大学：一个大的第一年的课程，一个中等规模的高级顶点课程，和一个小的服务学习课程，第一年通过高级学生。数据收集包括学生调查，与学生，教师和研究生助教的访谈，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的教学更具包容性，更容易为教师，因为它将有助于作出未来的决定，以确保所有学生都有他们需要的资源，在课程中取得成功，并坚持自己的专业。调查结果和建议将与所研究课程的教师分享，每年可能影响3,000多名学生的学习经历。 研究小组将利用这项研究的结果，为在线STEM教师创建一个最佳实践列表，该列表将通过社交媒体，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，帮助他们建立学术社会资本，无论是在在线还是面对面的教学中。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力审查标准进行评估来支持。

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.

Undergraduates' Perceived Cohesion With Their University During Pandemic Instruction.

本科生在大流行病教学期间感受到的与大学的凝聚力。

• DOI: 10.3102/ip.22.1892849
• 发表时间: 2022
• 期刊: Annual meeting program American Educational Research Association
• 作者: Gentry, A.N.;Douglas, K.A.;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.

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