权益分类	功能权益	普通用户	{{item.name}}会员
{{category.name}}	{{benefitItem.name}}

Research: Evidencing Epidemic Change in Engineering Education: Shedding Light on Instructor Adaptability and Course Complexity for Sustained Change

研究：证明工程教育中的流行变化：揭示教师适应性和课程复杂性以实现持续变化

基本信息

批准号：
2105156
负责人：
Heidi Diefes-Dux
金额：
$ 35万
依托单位：
University of Nebraska-Lincoln
依托单位国家：
美国
项目类别：
Standard Grant
财政年份：
2021
资助国家：
美国
起止时间：
2021-09-01 至 2024-08-31
项目状态：
已结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=2105156&HistoricalAwards=false
关键词：
Research Evidencing Epidemic Change Engineering

项目摘要

Engineering education lags behind some other science, technology, and math disciplines in the use of best teaching practices. University engineering faculty's adoption of such practices is a national priority because the expectation is that the use of best practices will result in more innovative and creative designs, a more diverse workforce, and students that are better prepared for their career. Use of a wide array of teaching practices and strategies (WATPS) have been shown to improve student outcomes and increase persistence in engineering, especially among underrepresented groups. Yet, many university engineering faculty continue to use traditional teaching methods, hindering the success of engineering students. This project is significant as COVID-19 spurred an unprecedented change to the way university faculty deliver their courses. Studying how faculty adapted their teaching practices under unprecedented conditions that forced them to change and whether they retain these changes and continue to grow as instructors is important for guiding the design of resources to help faculty adopt a WATPS. This project will contribute to the Research in the Formation of Engineers program by identifying the supports that a range of faculty need to promote the development of a capable and diverse engineering workforce. The objective of this project will be to investigate and document the effects of COVID-19 on engineering faculty’s teaching practices and sustained use of a WATPS relative to their adaptability and course complexity. This project is significant because it is the first comprehensive study exploring the impacts of a crisis-induced change and persistence of change to teaching practices through an adaptability framework. The overarching research questions are: How does course complexity, as indicated by the array of teaching practices and strategies and their associated challenge to implement, change during migration to a new normal following a forced change? What supports and barriers exist for instructors of differing adaptability given the courses that they teach? These research questions will be answered using a sequential mixed-methods approach that includes a combination of surveys, interviews, and teaching artifacts. This study will contribute fundamental knowledge on instructors’ adaptability and the changing complexity of instructors’ teaching practices and strategies when faced with the need to deliver courses differently. The proposed research will be novel and original in its use of adaptability theory to understand how an external motivator impacts faculty teaching at an R1 university. Outcomes from this work include a typology of teaching complexity, knowledge of instructor adaptability, and rich descriptions of course complexity trends. These outcomes will help inform a Program of Tiered Commitments that engineering colleges, departments, and faculty developers can use to support instructors’ adoption of best teaching practicesThis 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.

在最佳教学实践的使用方面，工程教育落后于其他一些科学、技术和数学学科。大学工程学院采用此类实践是国家优先事项，因为人们期望最佳实践的使用将带来更具创新性和创造性的设计、更加多样化的劳动力以及学生为职业生涯做好更好的准备。事实证明，使用广泛的教学实践和策略（WATPS）可以提高学生的学习成绩并提高工程的坚持性，特别是在代表性不足的群体中。然而，许多大学工程学院继续使用传统的教学方法，阻碍了工程学生的成功。该项目意义重大，因为 COVID-19 促使大学教师授课方式发生了前所未有的变化。研究教师如何在迫使他们做出改变的前所未有的条件下调整他们的教学实践，以及他们是否保留这些变化并作为教师继续成长，对于指导资源设计以帮助教师采用 WATPS 非常重要。该项目将通过确定一系列教师需要的支持来促进有能力和多样化的工程队伍的发展，从而为工程师培养计划的研究做出贡献。该项目的目标是调查并记录 COVID-19 对工程学院教学实践以及 WATPS 持续使用相对于其适应性和课程复杂性的影响。该项目意义重大，因为它是第一个通过适应性框架探索危机引发的变化和持续变化对教学实践的影响的综合研究。最重要的研究问题是：课程复杂性（如一系列教学实践和策略及其实施的相关挑战所表明的那样）在强制变革后向新常态迁移期间如何变化？对于具有不同适应性的教师所教授的课程，存在哪些支持和障碍？这些研究问题将使用顺序混合方法来回答，其中包括调查、访谈和教学工件的组合。这项研究将提供关于教师的适应性以及教师教学实践和策略在面临以不同方式提供课程的需要时不断变化的复杂性的基础知识。拟议的研究将是新颖且原创的，因为它利用适应性理论来理解外部激励因素如何影响 R1 大学的教师教学。这项工作的成果包括教学复杂性的类型、教师适应性的知识以及对课程复杂性趋势的丰富描述。这些成果将有助于为工程学院、系和教师开发人员提供分层承诺计划，以支持教师采用最佳教学实践。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。