Understanding Planning and Execution Expertise Among Engineering Faculty: A Field Initiated Practice Based Framework and Model

工程-其他（59）工程教师在准备教授课程时面临的挑战之一是平衡内容与教学法。虽然工程中的基本概念并没有随着时间的推移而发生很大的变化，但概念可以应用和理解的背景是动态的，并且随着每一代新工程师的变化而变化。此外，对于任何一个工程主题，技术内容通常具有多种形式的表示，例如数学模型，文本陈述或估计大小的数字。因此，工程教育工作者的斗争是确定最佳的教学实践，以提供工程内容的各种表示，以最大限度地提高学生的学习。当他们计划他们的课程时，教师经常考虑抽象，分解和转换信息以呈现给学生。教师执行的教学计划影响他们的教学方式，并最终影响学生的学习。在这个项目中，调查人员正在检查几个教师的反思日志，因为他们计划和实施他们的课程。正在审查规划与执行之间的关系以及规划与学生学习之间的关系。这项研究的结果将告知工程教育工作者，因为他们准备教，以提高学生的动机和学习。

Engineering - Other (59)One of the challenges that engineering faculty face in preparing to teach their courses is to balance content with pedagogy. While fundamental concepts in engineering have not changed much with time, the contexts in which concepts can be applied and understood is dynamic and changes with each new generation of engineers. Additionally, for any one engineering topic, the technical content typically has multiple forms of representation such as a mathematical model, a textual statement, or numbers that estimate magnitude. Hence, the struggle for engineering educators is to identify the best pedagogical practice to deliver varied representations of engineering content to maximize student learning. As they are planning for their class sessions, faculty often think in terms of abstracting, decomposing, and transforming information to present to their students. The instructional planning that faculty perform impacts the way that they teach and ultimately impacts student learning. In this project, investigators are examining the reflective journals of several faculty as they plan and implement their classes. The relationship between planning and implementation is being examined as well as the relationship between planning and student learning. The results from this study will inform engineering educators as they prepare to teach, to improve student motivation and learning.