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

工程教育在使用最佳教学实践方面落后于其他一些科学、技术和数学学科。大学工程学院采用这种实践是国家的优先事项，因为人们期望使用最佳实践将产生更多创新和创造性的设计，更多样化的劳动力，以及为他们的职业生涯做好更好准备的学生。使用广泛的教学实践和策略（WATPS）已被证明可以提高学生的学习成绩，并增加对工程的坚持，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，阻碍了工程专业学生的成功。该项目意义重大，因为新冠疫情促使大学教师授课方式发生了前所未有的变化。研究教师如何在前所未有的条件下适应他们的教学实践，迫使他们改变，以及他们是否保留这些变化并继续成长为教师，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劳动力的发展，从而为工程师形成计划的研究做出贡献。该项目的目标是调查和记录2019冠状病毒病对工程学院教学实践的影响，以及相对于其适应性和课程复杂性持续使用WATPS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变化持久性对教学实践影响的综合研究。首要的研究问题是：课程的复杂性，正如一系列教学实践和策略所表明的，以及与之相关的实施挑战，在强制变革之后向新常态的迁移过程中是如何变化的？对于不同适应能力的教师来说，他们所教授的课程有哪些支持和障碍？这些研究问题将使用顺序混合方法来回答，包括调查，访谈和教学工件的组合。本研究将提供基本的知识，以了解教师的适应性，以及教师教学实践和策略在面对不同授课需求时不断变化的复杂性。本研究运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，这是一项新颖而新颖的研究。这项工作的结果包括教学复杂性的类型学，教师适应性的知识，以及课程复杂性趋势的丰富描述。这些结果将有助于告知分层承诺计划，工程学院，部门和教师开发人员可以使用该计划来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。

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.