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: 2315230
• 负责人: Louis Nadelson
• 金额: $ 12.02万
• 依托单位: University of Central Arkansas
• 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=2315230&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.

该项目旨在通过探讨旨在提高同伴导师促进在创客空间课程中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，学生们在这里学习“修补”，并为了理解它们如何工作而制造东西。基于实践项目的学习--创客空间的典型--可以帮助学生将抽象概念形象化，从而揭示真实的世界含义，使学习更加有趣。同行导师通常在创客空间中发挥监督作用，并了解设计和原型设计的技术方面。然而，同侪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。这个第1轨学生学习IUSE项目将设计，实施和调查同伴导师教学准备对他们促进创客空间学习能力的影响。本研究旨在探讨朋辈导师教学预备课程对朋辈导师及学员的影响。在导师方面，将评估对导师专业认同、自我效能、领导认同和指导有效性的影响。在学员方面，将调查工程身份，归属感，成功和团队功能。导师准备课程将包括培训模块，重点关注一系列主题，例如人们如何学习、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、社会归属感、包容性、学生身份、培养团队合作和团体冲突解决。培训单元将在网上公开源码，供其他机构免费使用。干预措施影响的评估将通过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，以帮助确定干预措施对导师和学员的影响。NSF IUSE：EDU计划支持研究和开发项目，以提高所有学生STEM教育的有效性。该奖项反映了NSF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。