Embedding Personal Narratives in Engineering Courses to Improve Engineering Student Success

将个人叙述融入工程课程以提高工程学生的成功

基本信息

  • 批准号:
    2142137
  • 负责人:
  • 金额:
    $ 59.54万
  • 依托单位:
  • 依托单位国家:
    美国
  • 项目类别:
    Standard Grant
  • 财政年份:
    2022
  • 资助国家:
    美国
  • 起止时间:
    2022-07-01 至 2025-06-30
  • 项目状态:
    未结题

项目摘要

This project aims to serve the national interest by improving student persistence, particularly among historically marginalized student groups, through storytelling activities embedded in engineering courses. Students’ sense of belonging and engineering identity are predictors of students’ persistence in in engineering programs. Effective educational interventions are needed that are intentionally designed to improve students’ sense of belonging and engineering identity. This project will examine how engaging engineering students in personal and professional reflection activities at a time when they are encountering the most intellectually rigorous part of their engineering programs affects student persistence. A storytelling curriculum will be developed and implemented in existing engineering courses and will target undergraduate engineering students in their second and third years. Students will learn how to write personal narratives about their engineering education experiences and communicate them to audiences through live performances or video recordings. Each semester will culminate in a public storytelling session attended by students and the broader community in which engineering students will have the opportunity to share their stories. The storytelling curriculum will be made available to the engineering education community through an online public repository.The goal of this project is to develop, implement, and examine the mechanisms and effects of a new storytelling intervention designed to help shape and reinforce engineering students’ self-view. Past work suggests that storytelling pedagogy can support identity development. However, individual reflection and storytelling are typically not included in a traditional engineering curriculum that is focused on the application of scientific knowledge to solve engineering problems. This project will incorporate the element of storytelling and public performance into the pedagogy of multiple engineering courses. Undergraduate engineering students will learn storytelling techniques and apply these techniques to narratively communicate their personal experiences in engineering education. Using a mixed methods approach, this project will examine the efficacy of storytelling on student success in terms of students’ sense of belonging, professional identity, and persistence in the major. This project will identify themes in students’ stories that are associated with the most substantial impact on student success outcomes. This study will provide insights on why storytelling assignments enhance student success, and what types of stories have the most impact on student success. Project results will contribute to the literature on narrative identity and inform subsequent efforts to refine storytelling assignments to enhance its influence on aspects of engineering students’ self-view. The NSF IUSE: EHR Program supports research and development projects to improve the effectiveness of STEM education for all students. Through the Engaged Student Learning track, the program supports the creation, exploration, and implementation of promising practices and tools.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.
该项目旨在通过在工程学课程中嵌入讲故事活动,提高学生的坚持性,特别是在历史上被边缘化的学生群体中的坚持性,从而服务于国家利益。学生的归属感和工程认同感对学生在工程专业的持久度有预测作用。需要有意识地设计有效的教育干预措施来提高学生的归属感和工程认同感。这个项目将考察工程专业学生在遇到工程项目中智力最严格的部分时,如何让他们参与个人和职业反思活动,这会如何影响学生的坚持性。将在现有的工程课程中开发和实施讲故事课程,目标是二年级和三年级的工程学本科生。学生将学习如何撰写关于他们工程教育经历的个人叙事,并通过现场表演或录像与观众交流。每个学期都会有一个公开的讲故事课程,学生和更广泛的社区都会参加,在这个课程中,工科学生将有机会分享他们的故事。讲故事课程将通过在线公共资源库提供给工程教育界。该项目的目标是开发、实施和检验一种新的讲故事干预的机制和效果,旨在帮助形成和加强工科学生的自我观点。过去的研究表明,讲故事教学法可以支持身份认同的发展。然而,个人反思和讲故事通常不包括在专注于应用科学知识解决工程问题的传统工程课程中。这个项目将把讲故事和公开表演的元素融入到多门工程课程的教学中。工科本科生将学习讲故事的技巧,并将这些技巧应用于讲述他们在工程教育中的个人经历。使用混合方法,本项目将从学生的归属感、职业认同感和对专业的坚持性方面考察讲故事对学生成功的影响。这个项目将确定学生故事中与对学生成功结果最重要的影响相关的主题。这项研究将提供关于为什么讲故事作业提高学生成功的洞察力,以及哪些类型的故事对学生成功的影响最大。项目成果将有助于关于叙事身份的文献,并为后续改进讲故事作业的努力提供信息,以增强其对工科学生自我观点的影响。NSF IUSE:EHR计划支持研究和开发项目,以提高所有学生的STEM教育的有效性。通过参与的学生学习路径,该计划支持有前景的实践和工具的创建、探索和实施。该奖项反映了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

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Krishna Pakala其他文献

A Mobile Learning Community in a Living Learning Community: Perceived Impact on Digital Fluency and Communication
生活学习社区中的移动学习社区:对数字流畅性和沟通的感知影响
  • DOI:
  • 发表时间:
    2020
  • 期刊:
  • 影响因子:
    0
  • 作者:
    Devshikha Bose;Krishna Pakala;Lana Grover
  • 通讯作者:
    Lana Grover
Learner Perceptions on the Use of Mobile Learning Strategies and Devices for Team e-portfolio Content Creation
学习者对使用移动学习策略和设备进行团队电子作品集内容创建的看法
  • DOI:
  • 发表时间:
    2014
  • 期刊:
  • 影响因子:
    0
  • 作者:
    Devshikha Bose;Krishna Pakala
  • 通讯作者:
    Krishna Pakala
Engineering Instruction, Inclusion, and Comics: Reflections from a Engineering Instruction, Inclusion, and Comics: Reflections from a Student Illustrator and an Instructor Student Illustrator and an Instructor
工程教学、包容性和漫画:工程教学、包容性和漫画的反思:学生插画家和教师的反思 学生插画家和教师的反思
  • DOI:
  • 发表时间:
  • 期刊:
  • 影响因子:
    0
  • 作者:
    Addison Totman;Sreyoshi Bhaduri Amazon;Krishna Pakala;Cherie D. Edwards;Michelle Soledad;Sreyoshi Bhaduri Dr
  • 通讯作者:
    Sreyoshi Bhaduri Dr
Work in Progress: First-Year Engineering College Students: Value Created from Participating in a Living/Learning Community
正在进行的工作:工程学院一年级学生:参与生活/学习社区创造的价值
  • DOI:
    10.18260/1-2--33620
  • 发表时间:
    2019
  • 期刊:
  • 影响因子:
    0
  • 作者:
    Krishna Pakala;Kimberly M. B. Tucker;S. Schauer
  • 通讯作者:
    S. Schauer

Krishna Pakala的其他文献

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{{ truncateString('Krishna Pakala', 18)}}的其他基金

Collaborative Research: Scalable Storytelling Interventions to Support Graduate Student Success in STEM
合作研究:可扩展的讲故事干预措施支持研究生在 STEM 领域取得成功
  • 批准号:
    2325041
  • 财政年份:
    2023
  • 资助金额:
    $ 59.54万
  • 项目类别:
    Standard Grant
Collaborative Research: Research Initiation: The Use of Mobile Technology and Innovative Pedagogy to Improve Undergraduate Thermal-Fluid Science Learning
合作研究:研究启动:利用移动技术和创新教学法改善本科生热流体科学学习
  • 批准号:
    2106345
  • 财政年份:
    2021
  • 资助金额:
    $ 59.54万
  • 项目类别:
    Standard Grant

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