Collaborative Research: Examining the Impact of the Freshman Teaching Academy on Engineering Student Future Time Perspective and Strategic Learning

评估/研究（91）该项目是亚利桑那州立大学和普渡大学韦恩堡分校研究人员的合作成果。为了应对前所未有的经济挑战，亚利桑那州立大学（Arizona State University）的工程学院正在重组其第一年的工程经验，以提高坚持率、学习策略和学生对工程作为一种职业的看法，特别是考虑到代表性不足的学生群体。为了实现这些目标，他们正在实施一个工程教育营，这是一种旨在鼓励合作的干预措施，并教导学生重视掌握和成功解决问题，而不是超越同龄人。此外，选定的工程学院成员正在参加教师培训研讨会，并共同努力，为学生创造一种互动的、引人入胜的学习体验。合作研究人员采用准实验研究设计，将这些学生的数据与正在进行的国家科学基金会项目的现有纵向数据进行比较，以确定干预是否对学生的动机和学习策略有影响。分析包括新旧队列之间的横断面独立样本比较，对工程教师及其课堂的访谈和观察，以及对治疗组和对照组之间人口轨迹差异的检查。

Assessment/Research (91)The project is a collaborative effort between investigators at Arizona State University and Purdue University at Fort Wayne. Responding to the unprecedented economic challenges, the engineering college at Arizona State University is restructuring its first-year engineering experience in a way that also attempts to improve persistence rates, study strategies, and student perceptions of engineering as a profession, especially with regard to underrepresented student populations. To achieve these goals, they are implementing an engineering education camp -- an intervention designed to encourage collaboration and to teach students to value mastery and success in solving problems rather than outshining their peers. In addition, selected engineering faculty members are participating in faculty training workshops and are working together to create an interactive, engaging learning experience for their students. The collaborating investigators are using a quasi-experimental study design to compare data on these students with existing longitudinal data from an on-going NSF project to determine if the intervention has an effect on student motivation and learning strategies. The analysis includes cross sectional independent samples comparisons between new and old cohorts, interviews and observations of engineering instructors and their classrooms, and examination of differences in population trajectories between treatment and comparison groups.