CAREER: The Overlooked Barrier – Exploring How Engineering Education Research Teams Negotiate Epistemic Differences

职业：被忽视的障碍 — 探索工程教育研究团队如何协商认知差异

• 批准号: 2144698
• 负责人: Courtney Faber
• 金额: $ 59.1万
• 依托单位: University of Tennessee Knoxville
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-08-01 至 2023-11-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2144698&HistoricalAwards=false
• 关键词: CAREER; Overlooked; Barrier; Exploring; How

Engineering education is an interdisciplinary field that includes researchers and practitioners from a range of backgrounds - engineering, sociology, psychology, etc. Each of these disciplines have their own approaches that drive the “rules” that guide how research is conducted and what research questions are asked. These differences have led to tension and misunderstanding around the process of knowledge generation and application, limiting the research that is done and the impact of research on engineering education (e.g., K-12 engineering education, undergraduate engineering instruction). Researchers often incorrectly associate these tensions with ineffective communication or project management, creating an overlooked barrier facing research teams. This project will begin to address this overlooked barrier by first investigating how differences in thinking are negotiated among members of an engineering education research (EER) team. By gaining this understanding, this project will take an iterative approach to develop workshops, asynchronous trainings, and course modules focused on supporting EER researchers and teams to navigate barriers related to differences in thinking and ultimately create transformative change in engineering education. The key outcomes of this proposal will be (1) a conceptual model the incorporates epistemic culture and individual’s negotiation of epistemic identities within EER teams; (2) four workshops to expand the conceptual model and translate it for use by researchers; (3) a guiding tool to facilitate the integration of different research goals, approaches, and ideals (epistemic identities) within EER teams; and (4) an asynchronous virtual training and two instructional modules to support both established and emerging researchers. The outcomes of this work will ensure that researchers and teams have the knowledge and tools to navigate barriers related to differences in thinking. This project will achieve these outcomes through three major plans that are fully-integrated. The Research Plan will use a multimethod research approach to investigate 1) how researchers negotiate differences in thinking and 2) the culture that defines how and why teams select specific approaches to generate and apply knowledge. This investigation will be guided by the following research question: How are epistemic differences negotiated among members of engineering education research teams? This project will answer this question by integrating an ethnographic case study (Phase A) with approaches from grounded theory (Phase B). Phase A will deeply explore the culture that defines how knowledge is generated, expressed, and applied within a single research team. This deep exploration will develop an initial conceptual model that represents one way EER teams generate and apply knowledge. Phase B will expand this model by investigating how researchers across a variety of EER teams negotiate differences in thinking and define how knowledge is generated and applied. The Translation Plan will integrate the Research and Education Plans by developing and conducting four workshops. The first two workshops, called exploration workshops, will refine the conceptual model by adding constructs and connections that will be further explored through the Research Plan. Then, two development workshops will be used to translate the research findings to practice through the creation of a guiding tool to facilitate the integration of different research goals, approaches, and ideals within EER teams. The Education Plan will equip researchers and teams with the knowledge and tools to negotiate barriers related to differences in thinking by developing an asynchronous virtual training and two instructional modules. An iterative approach will be used to develop these training to ensure that their structure and content meet the needs of researchers. The asynchronous virtual training will be developed for established researchers. The instructional modules will be developed for emerging researchers and will be implemented within six engineering education programs.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.

工程教育是一个跨学科的领域，包括来自工程学、社会学、心理学等各种背景的研究人员和实践者。这些学科中的每一个都有自己的方法，这些方法驱动着指导研究如何进行以及提出什么研究问题的“规则”。这些差异导致了围绕知识生成和应用过程的紧张和误解，限制了所进行的研究以及研究对工程教育(例如，K-12工程教育、本科工程教学)的影响。研究人员经常错误地将这些紧张关系与无效的沟通或项目管理联系在一起，造成研究团队面临的一个被忽视的障碍。这个项目将首先调查工程教育研究(EER)团队成员之间的思维差异是如何协商的，从而开始解决这个被忽视的障碍。通过获得这一理解，该项目将采用迭代的方法来开发研讨会、异步培训和课程模块，重点支持EER研究人员和团队克服与思维差异有关的障碍，并最终在工程教育中创造变革性的变化。这一建议的主要成果将是：(1)一个概念模型，其中包括认识文化和个人在EER团队内的认知身份谈判；(2)四个讲习班，以扩展概念模型并将其翻译为研究人员使用；(3)一个指导工具，以促进不同的研究目标、方法和理想(认知身份)在EER团队内的整合；以及(4)一个异步虚拟培训和两个教学模块，以支持现有和新出现的研究人员。这项工作的结果将确保研究人员和团队拥有知识和工具来克服与思维差异有关的障碍。该项目将通过三个完全整合的重大计划来实现这些成果。研究计划将使用多方法研究方法来调查1)研究人员如何协调思维差异，以及2)定义团队如何以及为什么选择特定方法来生成和应用知识的文化。这项调查将以以下研究问题为指导：工程教育研究团队成员之间的认知差异是如何协商的？本项目将通过将人种学案例研究(阶段A)与扎根理论的方法(阶段B)相结合来回答这个问题。阶段A将深入探索定义知识如何在单个研究团队中生成、表达和应用的文化。这种深入的探索将开发一个初始的概念模型，该模型代表了EER团队生成和应用知识的一种方式。阶段B将通过调查不同EER团队的研究人员如何协商思维差异并定义知识是如何生成和应用的来扩展这一模型。翻译计划将通过开发和举办四个讲习班来整合研究和教育计划。头两个讲习班称为探索讲习班，将通过增加将在研究计划中进一步探索的结构和联系来完善概念模型。然后，将利用两个开发讲习班，通过创建一个指导工具，促进不同的研究目标、方法和理想在EER团队中的整合，将研究结果转化为实践。教育计划将通过开发一个非同步虚拟培训和两个教学模块，使研究人员和团队掌握知识和工具，以克服与思维差异有关的障碍。将使用迭代方法来制定这些培训，以确保其结构和内容满足研究人员的需要。将为现有研究人员开发异步虚拟培训。教学模块将为新兴研究人员开发，并将在六个工程教育计划中实施。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

Work in Progress: Developing an Ethnographic Observation and Reflection Template: An Example from Studying Epistemic Differences within EER Teams

正在进行的工作：开发民族志观察和反思模板：研究 EER 团队内认知差异的示例

• 发表时间: 2023
• 期刊: Proceedings of the American Society for Engineering Education Annual Meeting
• 作者: Boyd, I.;Chen, C.;Treffert, L.;Gillmore, A.;Faber, C.
• 通讯作者: Faber, C.

Work in Progress: Making Engineering Education Teams more Effective: An Exploration of a Nearly Epistemic Negotiation

正在进行的工作：使工程教育团队更有效：对近乎认知谈判的探索

• 发表时间: 2023
• 期刊: Proceedings of the American Society for Engineering Education Annual Meeting
• 作者: Faber, C.;Treffert, L.;Gillmore, A.;Boyd, I.;Chen, C.
• 通讯作者: Chen, C.