Collaborative Research: Mentoring You is Learning for Me: Peer Mentor Preparation and Mentoring of Undergraduate Engineering Student Learning in Makerspaces

合作研究：指导你就是我的学习：同伴导师对本科生在创客空间学习的准备和指导

• 批准号: 2315229
• 负责人: Pamela Dickrell
• 金额: $ 27.73万
• 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: 2023
• 资助国家: 美国
• 起止时间: 2023-10-15 至 2026-09-30
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2315229&HistoricalAwards=false
• 关键词: Collaborative; Research; Mentoring; Learning; Me

This project aims to serve the national interest by exploring the impact of a course designed to enhance peer mentors' capacity to facilitate learning in a makerspace-based course. Makerspaces are non-traditional learning environments where students learn to “tinker” and make things for the purpose of understanding how they work. Hands-on project-based learning – typical of makerspaces - can help students visualize abstract concepts bringing real world implications to light and making learning more interesting. Peer mentors often play a supervisory role in makerspaces and are knowledgeable about technical aspects of designing and prototyping. However, peer mentors' teaching preparation is usually minimal,thus limiting their capacity to facilitate student learning. This track 1 Engaged Student Learning IUSE project will design, implement and investigate the impact of peer mentor teaching preparation on their ability to facilitate learning in makerspaces. A variety of high impact practices, including role-playing, observation reporting, reflection and shadowing will be leveraged in a course specifically designed to significantly enhance peer mentors’ ability to facilitate student learning.The research planned intends to investigate the impact of the peer mentor teaching preparation course on both the peer mentor and the mentee. On the mentor side, impact on mentor professional identity, self-efficacy, leadership identity, and mentoring effectiveness will be evaluated. On the mentee side, engineering identity, sense of belonging, success, and team function will be investigated. The mentor preparation course will comprise training modules focused on a range of topics such as How People Learn, Education Methods Fundamentals, Diversity of Learners, Fostering a Growth Mindset, Effective Classroom Observation, Social Belonging, Inclusion, Student Identity, Fostering Teamwork, and Group Conflict Resolution. Training modules will be available online on an open-source basis, free for use by other institutions. Evaluation of the impact of the intervention will be accomplished through research questions to be investigated in a mixed methods study. Surveys, observations, interviews and reflections will be utilized to gather quantitative and qualitative data that will help determine the impact of the intervention on both the mentors and mentees. The NSF IUSE: EDU 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.

该项目旨在通过探索一门旨在提高同伴导师在创客空间课程中促进学习的能力的课程的影响，为国家利益服务。创客空间是一种非传统的学习环境，学生可以在这里学习“修补”和制作东西，以了解它们是如何工作的。基于项目的实践学习——典型的创客空间——可以帮助学生将抽象概念形象化，将现实世界的含义揭示出来，使学习更有趣。同伴导师通常在创客空间中扮演监督角色，并且对设计和原型的技术方面非常了解。然而，同伴导师的教学准备通常很少，从而限制了他们促进学生学习的能力。这个项目将设计、实施和调查同伴导师的教学准备对他们在创客空间中促进学习的能力的影响。各种高影响力的实践，包括角色扮演，观察报告，反思和影子将被利用在一个专门设计的课程中，以显著提高同伴导师促进学生学习的能力。本研究计划旨在探讨同侪导师教学预备课程对同侪导师与学员的影响。在导师方面，将评估对导师职业认同、自我效能感、领导认同和指导有效性的影响。在学员方面，工程师身份，归属感，成功和团队功能将被调查。导师准备课程将包括培训模块，重点关注一系列主题，如人们如何学习、教育方法基础、学习者的多样性、培养成长心态、有效的课堂观察、社会归属、包容、学生身份、培养团队合作和解决群体冲突。培训模块将在开放源代码的基础上在线提供，供其他机构免费使用。干预影响的评估将通过在混合方法研究中调查的研究问题来完成。将利用调查、观察、访谈和反思来收集定量和定性数据，这些数据将有助于确定干预对导师和学员的影响。NSF IUSE: EDU项目支持研究和开发项目，以提高所有学生STEM教育的有效性。通过参与学生学习轨道，该计划支持有前途的实践和工具的创建，探索和实施。该奖项反映了美国国家科学基金会的法定使命，并通过使用基金会的知识价值和更广泛的影响审查标准进行评估，被认为值得支持。