Geotechnical Engineering Faculty Teaching Strategies and Resources Workshop; Minneapolis, Minnesota; 25 February 2020

该奖项将资助岩土工程教师的教学策略和资源研讨会，并与2020年在明尼苏达州明尼阿波利斯举行的地质大会一起举行。 研讨会的重点将具体到岩土工程教育和大多数岩土工程学院教授的课程。 其目的是帮助岩土工程教师成为更有效和高效的教育工作者，最终目标是提高学生的学习。 最近的研究表明，在课堂上实施主动（或以学生为中心）的学习技术可以提高学生的积极性、学生的成绩以及对科学、技术、工程和数学（STEM）课程学习体验的总体满意度，并可能提高保留率学生，特别是女性和代表性不足的少数族裔。 由于土木工程是科学，数学，通信和领导力交叉的多学科学科，教育成果包括基础知识以及专业（“软”或“权力”）技能。 在课堂上使用主动学习技术可以提高学生的技术技能学习成果，同时培养批判性思维和专业技能，如领导力，团队合作和有效沟通。积极学习的教室还可以鼓励协作和包容的环境，使学生能够建立社会支持。 岩土工程是土木工程领域中的一个小分支。 教师在岩土工程课程中实施以学生为中心的学习技术的一个感知障碍是开发新材料所需的时间和精力。 作为一个高度具体的学科，它可能很难找到积极的学习资源纳入现有的课程。 该研讨会将向教师介绍现有的以岩土工程为重点的主动学习材料和资源。 该项目通过更好地培养下一代岩土工程师来服务于国家利益。此外，它将通过向岩土工程教师传播基于证据的教学实践来推进工程教育领域。 将这些实践应用到岩土工程中，有可能提高岩土工程教育的整体质量，从而提高该领域的参与度。教学策略和资源研讨会的目标是帮助各个阶段的岩土教师成为更有效和高效的教师，使他们能够成为更好的教育者，并在保持高研究生产力的同时提高学生的学习能力。 许多教师犹豫采用新的教学策略，由于感知的努力，需要实施它们。 研讨会的目标成果是帮助教师通过将现有的循证教材和资源纳入课堂，教得更好，教得更“聪明”。 本次研讨会的大部分内容将集中在提供具体的例子，开发新的教学材料，分享岩土工程资源，网络，并讨论岩土工程教育特有的挑战。材料和演示文稿将是“带走”，所以与会者离开研讨会的例子和可用材料的副本。 此外，本次研讨会将帮助教师更好地制定和实施研究提案中的推广和教育计划。讲习班的这一方面支持为终生对研究和教育作出综合贡献奠定基础的目标。 研讨会的智力价值是为岩土工程教师提供资源，使他们成为更好、更有效的教育者，最终目标是提高学生的学习水平。 此外，讲习班将提供战略，为有可能增加兴趣和改善学生在该领域学习的研究提案制定有意义和可实现的外联和教育计划。 研讨会有几个更广泛的影响。最重要的是，在岩土工程中实施循证教学技术有可能提高岩土工程教育的整体质量，从而提高该领域的参与度。 第二，学员将带着已经准备好并可用于现有课程的材料示例离开研讨会。 拥有这些材料将使教师能够立即实施新的活动，几乎没有额外的准备。 最后，将开发一个考试数据库，并提供给研讨会的参与者。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。

This award will fund a Teaching Strategies and Resources Workshop for geotechnical engineering faculty to be held in conjunction with the 2020 Geo-Congress in Minneapolis, Minnesota. The focus of the workshop will be specific to geotechnical engineering education and the courses that most geotechnical engineering faculty teach. The purpose is to help geotechnical faculty become more effective and efficient educators, with the ultimate goal of improving student learning. Recent research has shown that implementing active (or student-centered) learning techniques in the classroom increases student motivation, student achievement, and overall satisfaction with the learning experience in science, technology, engineering, and mathematics (STEM) courses and may lead to increased retention of students, particularly women and underrepresented minorities. As civil engineering is a multidisciplinary subject at the intersection of science, math, communication, and leadership, educational outcomes include fundamental knowledge as well as professional ("soft" or "power") skills. Using active learning techniques in the classroom can enhance students' learning outcomes for technical skills while fostering critical thinking and professional skills such as leadership, teamwork, and effective communication. Active learning classrooms may also encourage collaborative and inclusive environments that enable students to build social support. Geotechnical engineering is a small subfield within the larger field of civil engineering. A perceived barrier for faculty to implement student-centered learning techniques in geotechnical courses is the time and effort required to develop new materials. As a highly specific discipline, it can be difficult to find active learning resources to incorporate into existing courses. This workshop will introduce faculty to existing geotechnically-focused active learning materials and resources. This project serves the national interest by better preparing the next generation of geotechnical engineers. In addition, it will advance the field of engineering education by disseminating evidence-based teaching practices to geotechnical engineering faculty. Implementing these practices into geotechnical engineering has the potential to improve the overall quality of geotechnical engineering education and thereby increase participation in the field.The goal of the Teaching Strategies and Resources Workshop is to help geotechnical faculty at all stages become more effective and efficient teachers, so they can become better educators and improve student learning while maintaining high research productivity. Many faculty members hesitate to employ new teaching strategies due to the perceived effort required to implement them. The targeted outcome of the workshop is to help faculty teach better and teach "smarter" by incorporating existing evidence-based teaching materials and resources into their classes. The bulk of this workshop will concentrate on providing specific examples, developing new instructional materials, sharing geotechnical resources, networking, and discussing challenges unique to geotechnical education. Materials and presentations will be "take and go" so participants leave the workshop with examples and copies of usable materials. In addition, this workshop will help faculty better develop and implement outreach and education plans in research proposals. This aspect of the workshop supports the goal of building a foundation for a lifetime of integrated contributions to research and education. The intellectual merit of the workshop is to provide resources for geotechnical engineering faculty to become better, more effective educators with the ultimate goal of improving student learning. Additionally, the workshop will provide strategies for creating meaningful and achievable outreach and education plans for research proposals that have the potential to increase interest and improve student learning in the field. There are several broader impacts of the workshop. Most importantly, implementing evidence-based teaching techniques into geotechnical engineering has the potential to improve the overall quality of geotechnical engineering education and thereby increase participation in the field. Second, participants will leave the workshop with examples of materials that have already been prepared and are available for use in existing classes. Having these materials will enable faculty to immediately implement new activities with little additional preparation. Finally, an exam database will be developed and made available to workshop participants.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.