Implementation of a Multidimensional Assessment Tool to Explore the Impacts of Pedagogy on Undergraduate Student Learning

评估/研究（91）工程-材料科学（57）基于国家倡议的建议，该项目正在测试这样一个命题，即仔细协调学生对教师关于工程课程设计（教学实践和课程材料）有效性的反馈，可以导致教学实践和学生表现的实质性改善。它对32名具有不同水平的教学知识和教学经验的工程研究生导师和教师的教学实践进行了彻底的检查。这次考试是通过全球实时教学评估工具（G- RATE）进行的。G-RATE是一个多维度的反馈工具，它在整个学期的不同时间点向教师提供教学反馈，将这些反馈纳入人们如何学习（HPL）框架，并让教师进行自我评估，以确定教学的优势和劣势。在这个项目的过程中，2500名本科工程专业学生使用G-RATE工具向他们的导师提供了关于他们整个学期学习经验的定量和定性反馈。两个研究问题正在解决。(1)通过G-RATE的反馈是否促进了教师教学专业知识的发展？(2)在观察到的环境中，这种反馈与本科生的成果（如成绩）之间的关系是什么？定量数据正在从学生的课堂交付成果（例如，实验报告、考试成绩、测验）以及G-RATE的组成部分中收集。通过与工程教师及其学生的访谈，收集了定性数据。该项目的设计成果是：(1)通过在第一年的工程和材料科学与工程课程中实施循证教学评估，提高教师的教学专业知识；(2)通过更有效的教学和课程选择（利用综合定性和定量数据的混合方法）改善本科生的成果；(3)一个由工程教师组成的社区支持网络，就本科工程课程的教学和课程设计进行公开对话。

Assessment/Research (91) Engineering - Materials Science (57) Building upon recommendations from national initiatives, this project is testing the proposition that carefully mediated feedback from students to instructors on the effectiveness of engineering course design (instructional practices and curricular materials) can lead to substantial improvements in both instructional practice and student performance. It is examining thoroughly the pedagogical practices of 32 engineering graduate student instructors and faculty with various levels of pedagogical knowledge and teaching experience. This examination is being done through the Global Real-time Assessment Tool for Teaching Enhancement (G- RATE). G-RATE is a multidimensional feedback tool that provides pedagogical feedback to instructors about teaching at various points throughout the semester, frames this feedback within the How People Learn (HPL) framework, and engages instructors in self-assessment to identify areas of pedagogical strength and weakness. During the course of this project, 2,500 undergraduate engineering students are providing quantitative and qualitative feedback to their instructors about their learning experiences throughout the semester, using the G-RATE tool. Two research questions being addressed. (1) Does feedback through G-RATE improve the development of instructor pedagogical expertise? (2) What is the relationship between this feedback and undergraduate student outcomes (e.g., grades) within observed environments? Quantitative data are being collected from students' class deliverables (e.g., lab reports, exam scores, quizzes) as well as components of the G-RATE. Qualitative data are being collected using interviews with engineering instructors and their students. Designed outcomes of this project are (1) enhanced instructor pedagogical expertise via the implementation of evidence-based teaching assessments in first-year engineering and materials science and engineering courses; (2) improved undergraduate student outcomes from more effective teaching and curriculum choices (utilizing a mixed-methods approach by integrating both qualitative and quantitative data); and (3) a community support network of engineering instructors engaged in open dialogues about teaching and curricular design for undergraduate engineering courses.