Collaborative Research: Research: Developing reflexive engineers through accessing and characterizing implicit beliefs about the value of diverse perspectives in service-learning

合作研究:研究:通过获取和表征关于服务学习中不同观点价值的隐含信念来培养反思性工程师

基本信息

  • 批准号:
    2327937
  • 负责人:
  • 金额:
    $ 31.83万
  • 依托单位:
  • 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:
    2023-09-01 至 2026-08-31
  • 项目状态:
    未结题

项目摘要

Solving society’s biggest problems, will require input from engineers and non-engineers, who have different backgrounds and ways of thinking. A good engineer must know how technology works but even more importantly, how technology might affect people and society. This means that engineering faculty need to prepare their students for working well with others and to respect their ideas. In order for engineering faculty to know how to best help their students, this project will conduct this research study to explore what engineering students believe about non-engineers when they are working together to solve problems in a community. This will be accomplished by 1) investigating different ways of determining what engineering students believe about those who are not engineers, 2) grouping students’ beliefs into categories that allow exploration of trends, and 3) working together with a team of students, community partners, and teachers to brainstorm ideas on how students can learn more about themselves. This will help make future professional engineers better, by showing students the importance of treating those who are not engineers with respect and valuing their ideas. The goal of this research study is to make sure that members of society do not experience negative impacts because of what engineers think or believe. The intent is to ensure that the work engineers do to help society is not unintentionally hurting communities or treating people who are different from them unfairly. This research will help engineering faculty learn more about what their students believe about non-engineers, which can help them teach in a way that truly makes engineering work benefit all of society by improving the way engineers solve problems.Since the professional socialization of engineering students commonly fosters the belief that engineers’ scientific approaches to problem solving are superior to other ways of thinking, it is important that engineering education provides students with explicit opportunities to reflect on, and learn to be critical of, such beliefs, a process known as reflexivity. This research will produce new knowledge on qualitative methods for effectively accessing implicit beliefs in engineering education. Service-learning in engineering provides an educational context to investigate this phenomenon as it explicitly positions students to engage with others in socio-technical contexts. With an overarching goal of fostering egalitarian beliefs about the value of diverse perspectives in all engineering students, this project will investigate the context of service-learning. Within this context, this project will produce knowledge that enables engineering educators and other researchers, both in and out of service-learning contexts, to access important constructs of professional formation through the contribution of a nuanced characterization of the beliefs held by engineering students. Our analysis will reveal the beliefs for engineering students that are both 1) commonly held, and 2) varied, enabling the identification of beliefs that exist at a broad, cultural level in engineering as well as beliefs that can be understood as implicit outcomes of students’ lived experiences. Lastly, the collaborative inquiry component of this project will produce recommendations for how these implicit belief patterns can be used as inputs for enhancing service-learning. This is a meaningful contribution in that it can inform the programmatic implementation of service-learning experiences and serve as evidence for the development of instructional tools that support enhancing service-learning curricula through promoting reflexivity in engineering students.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.
解决社会最大的问题,将需要工程师和非工程师的投入,他们有不同的背景和思维方式。一个好的工程师必须知道技术是如何工作的,但更重要的是,技术如何影响人类和社会。这意味着工程学院需要准备他们的学生与他人合作,并尊重他们的想法。为了让工程系教师知道如何最好地帮助他们的学生,本项目将进行这项研究,探讨工程系学生在共同解决社区问题时对非工程师的看法。这将通过1)调查不同的方式来确定工程专业的学生对那些不是工程师的人的看法,2)将学生的信念分为允许探索趋势的类别,以及3)与学生,社区合作伙伴和教师团队一起工作,集思广益,让学生如何更多地了解自己。这将有助于使未来的专业工程师更好,通过向学生展示尊重和重视他们的想法对待那些不是工程师的重要性。这项研究的目的是确保社会成员不会因为工程师的想法或信仰而受到负面影响。其目的是确保工程师为帮助社会所做的工作不会无意中伤害社区或不公平地对待与他们不同的人。本研究将有助于工科教师更好地了解他们的学生对非工程师的看法,这将有助于他们以一种通过改善工程师解决问题的方式真正使工程工作造福于全社会的方式进行教学。由于工科学生的职业社会化通常会培养工程师解决问题的科学方法上级其他思维方式的信念,重要的是,工程教育为学生提供明确的机会来反思和学习批判这些信念,这一过程被称为反身性。这项研究将产生新的知识,有效地访问工程教育中的内隐信念的定性方法。工程服务学习提供了一个教育背景下,调查这一现象,因为它明确定位学生与他人在社会技术背景下。与培养平等主义的信念,在所有工程专业的学生不同的观点的价值的总体目标,这个项目将调查服务学习的背景下。在这种情况下,该项目将产生的知识,使工程教育工作者和其他研究人员,无论是在和服务学习的情况下,通过工程专业学生持有的信念的细微差别的特征的贡献,以获得重要的专业形成的结构。我们的分析将揭示工程专业学生的信念,这些信念是1)普遍持有的,2)不同的,从而能够识别存在于工程领域广泛的文化层面上的信念,以及可以被理解为学生生活经验的隐含结果的信念。最后,这个项目的合作调查部分将产生建议,如何这些隐含的信念模式可以用来作为输入,以加强服务学习。这是一个有意义的贡献,因为它可以告知服务学习经验的计划实施,并作为证据,为教学工具的发展,支持加强服务学习课程,通过促进工程专业学生的反思性。这个奖项反映了NSF的法定使命,并已被认为是值得通过使用基金会的智力价值和更广泛的影响审查标准进行评估的支持。

项目成果

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David A Delaine其他文献

David A Delaine的其他文献

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{{ truncateString('David A Delaine', 18)}}的其他基金

Collaborative Research: Planning: Track 1 for Catalyzing a Paradigm Shift towards an Inclusive Engineering for Community Development
合作研究:规划:促进社区发展包容性工程范式转变的轨道 1
  • 批准号:
    2247070
  • 财政年份:
    2023
  • 资助金额:
    $ 31.83万
  • 项目类别:
    Standard Grant
CAREER: Enabling Transformational Service-Learning in Engineering through Critically Reflexive Practice
职业:通过批判性反思实践实现工程领域的变革性服务学习
  • 批准号:
    2143867
  • 财政年份:
    2022
  • 资助金额:
    $ 31.83万
  • 项目类别:
    Continuing Grant
Collaborative Research: Community-Engaged Student Learning for the Development of Empathy in Engineering
合作研究:社区参与的学生学习促进工程同理心的发展
  • 批准号:
    1821866
  • 财政年份:
    2018
  • 资助金额:
    $ 31.83万
  • 项目类别:
    Standard Grant

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协作研究:GEO OSE 轨道 2:开发支持 CI 的协作工作流程以集成 SZ4D(四维俯冲带)社区的数据
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协作研究:GEO OSE 轨道 2:开发支持 CI 的协作工作流程以集成 SZ4D(四维俯冲带)社区的数据
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