Collaborative Research: Supporting Agency Among Early Career Engineering Education Faculty in Diverse Institutional Contexts

合作研究：不同机构背景下早期职业工程教育教师的支持机构

• 批准号: 2109771
• 负责人: Erin McCave
• 金额: $ 6.18万
• 依托单位: University of Tennessee Knoxville
• 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: 2021-02-01 至 2022-05-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2109771&HistoricalAwards=false
• 关键词: Collaborative; Research; Supporting; Agency; Among

Faculty are at the center of many potential solutions to national and global calls for transformative improvements in STEM education. The last 20 years have seen significant advancement in understanding of how to create effective learning environments for STEM education. While many individual faculty have adopted new approaches to teaching, change has not been deep or widespread enough to make a major impact across all of STEM education. Better understanding is needed of how faculty can become change agents in order to effect this change. This study focuses on exploring the experiences of early career engineering education faculty as they attempt to impact the engineering education experiences of students locally and more broadly. Engineering education faculty are unique in that they have formal training in the types of change desired, and are often embedded in disciplinary engineering departments where they can apply their knowledge to create change. Understanding their experiences and the academic cultures in which they are working will provide information on they can and cannot influence education practices in their departments. Doing so will enhance our efforts to train and develop faculty prepared to drive change in engineering education.In the first phase of a two-phase study, collaborative inquiry and collaborative autoethnography methods will be used to systematically examine the PIs' own experiences as six early career faculty members in diverse settings: this will include scrutinizing acceptance of ambiguity, responses to disappointments and challenges, willingness to adapt, and ability to collaborate. Subsequently, in the second phase, the experiences of 12-15 additional early career faculty members will be examined to refine and expand on the phase one results, increasing their applicability to multiple settings. The results of this project will (1) advance the engineering education community's understanding of existing structures for facilitating change (or the lack thereof) in engineering education (2) identify barriers and supports for making change as early career engineering education faculty; and (3) develop a co-constructed understanding of how to better prepare and support faculty to exercise agency as it relates to impacting engineering education during their first few years in academic positions. These advancements are critical because the calls for change in engineering education will continue as technological advances are made and the role of engineers in society continues to evolve. By identifying the barriers and supports that affect early career faculty's abilities to take strategic and intentional actions towards achieving impact, the results of this study will enable engineering education graduate programs and national engineering education organizations to make programmatic changes to benefit future faculty. In addition, the evidence-based insights resulting from this study have the potential to expedite the on-boarding process of new engineering education faculty, promote improvements in STEM education nationally by faculty at all stages of their careers, and support the development of the field of engineering education research.

教师是许多潜在解决方案的中心，以国家和全球要求在STEM教育的变革性改进。在过去的20年里，我们在理解如何为STEM教育创造有效的学习环境方面取得了重大进展。虽然许多教师采用了新的教学方法，但变革还没有深入或广泛到足以对所有STEM教育产生重大影响。需要更好地了解教师如何成为变革的推动者，以实现这一变化。本研究的重点是探索早期职业工程教育教师的经验，因为他们试图影响本地和更广泛的学生的工程教育经验。工程教育教师的独特之处在于，他们在所需的变革类型方面接受过正式培训，并且经常嵌入学科工程部门，在那里他们可以运用自己的知识来创造变革。了解他们的经验和学术文化，他们正在工作将提供信息，他们可以和不能影响教育的做法，在他们的部门。这样做将加强我们的努力，培养和发展教师准备推动工程教育的变化。在两阶段研究的第一阶段，合作调查和合作的自我民族志方法将被用来系统地检查PI的自己的经验，作为六个早期职业教师在不同的设置：这将包括仔细检查是否接受模糊性、对失望和挑战的反应、适应的意愿以及合作的能力。随后，在第二阶段，将审查另外12-15名早期职业教师的经验，以完善和扩展第一阶段的结果，提高其对多种环境的适用性。本计画的结果将（1）增进工程教育社群对现有架构的了解，以促进变革（或缺乏）在工程教育（2）确定的障碍和支持，使改变作为早期职业工程教育教师;（3）建立一个共同的构建理解如何更好地准备和支持教师行使机构，因为它涉及到影响工程教育在他们的头几年在学术岗位这些进步至关重要，因为随着技术的进步和工程师在社会中的作用的不断发展，对工程教育变革的呼声将继续存在。通过确定影响早期职业教师的能力，采取战略和有意的行动，以实现影响的障碍和支持，本研究的结果将使工程教育研究生课程和国家工程教育组织作出计划的变化，以造福未来的教师。此外，从这项研究中得出的基于证据的见解有可能加快新的工程教育教师的入职过程，促进教师在职业生涯的各个阶段在全国范围内改善STEM教育，并支持工程教育研究领域的发展。

项目成果

Using a Critical Incident-centered Transition Theory Framework to Explore Engineering Education Research Faculty Transitions

• DOI: 10.18260/1-2--31192
• 发表时间: 2018-06
• 作者: A. Strong;Courtney S. Smith-Orr;C. Bodnar;Walter C. Lee;Courtney J. Faber;Erin McCave

Early Career Faculty Transitions: Negotiating Legitimacy and Seeking Support in Engineering Education

早期职业教师转型：谈判合法性并寻求工程教育支持

• DOI: 10.21061/see.52
• 发表时间: 2021
• 期刊: Studies in Engineering Education
• 作者: Coso Strong, Alexandra;Smith-Orr, Courtney;Bodnar, Cheryl;Lee, Walter;McCave, Erin;Faber, Courtney
• 通讯作者: Faber, Courtney

I Graduated, Now What? An Overview of the Academic Engineering Education Research Job Field and Search Process

我毕业了，现在怎么办？

• DOI: 10.18260/1-2--34741
• 发表时间: 2021
• 期刊: 2020 ASEE Virtual Annual Conference
• 作者: McCave, Erin;Bodnar, Cheryl;Smith-Orr, Courtney;Strong, Alexandra;Lee, Walter;Faber, Courtney
• 通讯作者: Faber, Courtney

Developing a Model of Professional Agency Toward Change in Engineering Education for Early Career Scholars

为早期职业学者开发工程教育变革的专业机构模型

• DOI: 10.18260/1-2--34416
• 发表时间: 2020
• 期刊: 2020 ASEE Virtual Annual Conference
• 作者: Faber, Courtney;Lee, Walter;Strong, Alexandra;Bodnar, Cheryl;Smith-Orr, Courtney;McCave, Erin
• 通讯作者: McCave, Erin

Collaborative Research: Supporting Agency among Early-career Engineering Education Faculty in Diverse Institutional Contexts: Developing a Framework for Faculty Agency

合作研究：在不同机构背景下支持早期职业工程教育教师的机构：制定教师机构框架

• 发表时间: 2019
• 期刊: 2019 ASEE Annual COnference & Exposition
• 作者: Smith-Orr, Courtney;Bodnar, Cheryl A.;Lee, Walter;Faber, Courtney;Coso Strong, Alexander;McCave, Erin
• 通讯作者: McCave, Erin