Collaborative Research: Research Initiation: Defining Engineering Quantitative Literacy

合作研究：研究启动：定义工程定量素养

• 批准号: 2204971
• 负责人: Elliot Douglas
• 金额: $ 3.35万
• 依托单位: University of Florida
• 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 2024-06-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2204971&HistoricalAwards=false
• 关键词: Collaborative; Research; Initiation; Defining; Engineering

Employers and educators have expressed increasing concern about the level of American students' quantitative literacy, which is generally understood to include computational skills and abilities to interpret, reason, and communicate quantitative information and data. These abilities are critical for engineering, yet there is a lack of understanding of the unique aspects of quantitative literacy needed as students begin their engineering education. This project aims to define the quantitative literacy expectations of first-year engineering students and create a means for measuring quantitative literacy, which will allow educators to better prepare future engineering students for success. The main goal of this project will be to obtain evidence to develop a student model for future assessment instruments intended to measure first-year engineering students' quantitative literacy. Using the Evidence Centered Designed Framework, the research team will articulate a Student Model for assessing first-year engineering students' quantitative literacy through several studies. The research team will conduct a content analysis of introductory engineering curricula. Next, they will administer a follow-up survey of introductory engineering faculty to address more specifically the depth of learning expected of students. Then, a small sample of diverse first-year students will be interviewed to determine the opportunities they had to develop their quantitative literacy abilities. Finally, the results will define quantitative literacy within the specific context of engineering. This definition can then be used in future projects to develop measures of quantitative literacy and instructional approaches that support engineering students' development of this critical skill.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.

雇主和教育工作者对美国学生的定量素养水平表示越来越关注，通常被认为包括计算技能和能力来解释，推理和传达定量信息和数据。这些能力对于工程至关重要，但是在学生开始工程教育时所需的定量素养的独特方面缺乏了解。该项目旨在定义一年级工程专业学生的定量识字期望，并创建一种衡量定量扫盲的手段，这将使教育工作者能够更好地为未来的工程专业的学生做好成功的准备。 该项目的主要目标是获得证据，以开发旨在衡量一年级工程学生定量识字率的未来评估工具的学生模型。研究团队将使用以循证为中心的设计框架来阐明学生模型，用于通过多项研究评估一年级工程学生的定量素养。研究团队将对入门工程课程进行内容分析。接下来，他们将对入门工程学院进行后续调查，以更具体地解决学生期望的深度。然后，将采访一小部分不同的一年级学生，以确定他们开发定量识字能力所带来的机会。最后，结果将在工程的特定背景下定义定量素养。然后，可以在未来的项目中使用该定义来开发定量识字和教学方法的衡量标准，以支持工程学生对这一关键技能的发展。该奖项反映了NSF的法定任务，并被认为是值得通过基金会的智力优点和更广泛影响的评估来进行评估的审查标准。