EAGER Collaborative Proposal: Developing Engineering Faculty as Engineering Education Researchers Through Mentorship

EAGER 合作提案：通过指导将工程教师发展为工程教育研究人员

• 批准号: 2318849
• 负责人: Karin Jensen
• 金额: $ 20.32万
• 依托单位: Regents of the University of Michigan - Ann Arbor
• 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: 2022-10-01 至 2024-03-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2318849&HistoricalAwards=false
• 关键词: EAGER; Collaborative; Proposal; Developing; Engineering

This exploratory project investigates how engineering faculty learn to become engineering education researchers through mentoring relationships via the NSF-funded Research Initiation in Engineering Formation grants. Findings from this research are used to develop training materials and inform a networking event intended to pair engineering faculty interested in engineering education research with potential mentors at different institutions. Training engineering faculty in engineering education research expands the number of faculty adopting research-based instructional practices in their courses, and results in improved teaching, advising, programming, and policy-making by closing the research-to-practice gap.While previous mentorship models have focused on the content of engineering education as a field, this work identifies effective strategies from successful mentoring relationships that incorporate the social and cultural components of becoming an engineering education researcher. By conducting qualitative interviews of engineering faculty and engineering education researchers mentee-mentor pairs, the study the study develops a conceptual model of the formation of engineering education researchers' identity. This model clarifies how researchers undergo a paradigm shift and potential career pivot to expand their expertise in a related, but distinct, discipline of engineering education. This novel approach provides important information to enhance existing training materials and to develop additional training opportunities for engineering faculty who are interested in conducting engineering education research. Additionally, the model has implications for understanding job retraining and approaches for engaging faculty in lifelong learning.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.

该探索性项目调查了工程教师如何通过通过NSF资助的工程形成赠款中的研究启动来指导关系来成为工程教育研究人员。这项研究的发现用于开发培训材料，并为一个网络活动提供了旨在将有兴趣工程教育研究的工程师与不同机构的潜在导师配对的网络活动。 培训工程教育研究的培训工程教师扩大了在课程中采用基于研究的教学实践的教师数量，并通过缩小研究对实践的差距来改善教学，建议，编程和政策制定。尽管以前的指导模型却侧重于工程教育的内容，这是一项工程的培训，这些策略与社交关系相结合，并构成了一种社交关系，并构成了一定的策略。通过对工程教师和工程教育的定性访谈，研究人员对训练者的成对进行了研究，该研究开发了一种形成工程教育研究人员身份的概念模型。该模型阐明了研究人员如何进行范式转变和潜在的职业枢纽，以扩大其在工程教育的相关但独特的学科中的专业知识。这种新颖的方法提供了重要的信息，以增强现有的培训材料，并为有兴趣进行工程教育研究感兴趣的工程教师培养更多的培训机会。此外，该模型对理解工作培训和参与终生学习的方法具有影响。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的影响评估的评估来支持的。

项目成果

Mid-career transitions into engineering education research via structured mentorship opportunities: Barriers and perceptions

通过结构化指导机会从职业中期过渡到工程教育研究：障碍和看法

• DOI: 10.1080/22054952.2023.2217046
• 发表时间: 2023
• 期刊: Australasian Journal of Engineering Education
• 作者: Mirabelli, Joseph F.;Barlow, Allyson J.;Sanders, Jeanne L.;Ko, Evan;Jensen, Karin;Cross, Kelly J.
• 通讯作者: Cross, Kelly J.