A Model for Human-Centered Engineering Education: Broadening Engineering Teaching with Theory-based Educational Resources (BETTER)

该项目旨在通过为教师提供专业发展服务于国家利益，以便通过更加重视教学的情感领域来显着提高工程教育。总体而言，工程学院采用以学习者为中心的教学实践往往是缓慢和短期的。据认为，这是因为即使实施循证教学实践，教师仍然接近他们的教学基于自己的信念和教学和师生互动的概念。在许多教育体系中，强调控制，一致性和客观性，而不是自由，创造力，参与和授权。这种非以人为中心的方法损害了学生对专业工程实践挑战的准备。拟议的教师发展项目旨在通过呼吁一种更加以人为本的教学方式来应对这一挑战。本文以护理学的“关怀科学”为基础，提出一个以人文教育关怀为基础的工程教育架构。这一过程涉及教师和学习者的对话、反思和知识的共同创造。预期的效益包括促进学生的学习和教师更好地欣赏学生的生活经验。建议的新框架包括开放的教学过程，通过使用实践社区（CoP）支持教师的专业发展，以促进更重视教学的情感领域。 该项目的智力价值围绕着研究人员计划研究教师发展课程的影响，以人文教育框架为基础，促进以人为本的模式，工程教育。本研究提出两个研究问题，以指导教师教学风格的干预影响的调查。第一个问题旨在了解这种关怀框架对教师参与者的影响。第二个问题旨在了解通过实践社区或自定进度学习小组体验框架的教师提供的课程之间的差异。这些研究问题将使用多站点准实验，解释性顺序混合方法设计来回答。该项目的更广泛的影响包括通过使教师对重要的学习理论和基于证据的教学实践知识有一个概念性的理解，来推进工程教学法的现状。由合格的外部评价员对开展活动的过程进行独立的外部评价。该项目的研究结果-通过全国会议和同行评审期刊传播-可能会彻底改变教师培训，并导致在广泛的机构和学科中更多地使用循证教学实践。NSF IUSE：EDU计划支持研究和开发项目，以提高所有学生STEM教育的有效性。该奖项反映了NSF的法定使命，并通过使用基金会的知识价值和更广泛的影响审查标准进行评估，被认为值得支持。

This project aims to serve the national interest by providing professional development for faculty in order to significantly enhance engineering education by placing greater emphasis on the affective domain of teaching. Overall, engineering faculty adoption of learner-centered pedagogical practices tends to be slow and short-term. It is thought that this is because even when evidence-based pedagogical practices are implemented, faculty still approach their teaching based on their own beliefs and conceptions about teaching and teacher-student interactions. As in many educational systems, there is an emphasis on control, conformity, and objectivity rather than freedom, creativity, engagement, and empowerment. This non- human-centered approach compromises the preparation of students for the challenges of professional engineering practice. The proposed faculty development project seeks to address this challenge by calling for a significantly more human-centered way of teaching. Such a humanistic-educative caring framework, grounded in “Caring Science” from the discipline of nursing, is proposed for engineering education. The process involves dialogue, reflection, and co-creation of knowledge by both the teacher and the learner. Expected benefits include enhanced student learning and better faculty appreciation of the lived experiences of students.The novel framework proposed embraces openness to the teaching-learning process through the use of Communities of Practice (CoP) which support professional development of faculty to promote greater emphasis on the affective domain of teaching. The intellectual merit of the project centers around researcher plan to examine the impact of a faculty development curriculum, grounded in a humanistic-educative framework, on promoting a human-centered model to engineering education. Two research questions are posited to guide the investigations on the impact of the intervention on faculty instructional style. The first question seeks to understand the impact of this caring framework on the faculty participants. The second question seeks to understand differences between courses offered by faculty who experience the framework via a Community of Practice or a Self-Paced Learning Group. These research questions are to be answered using a multi-site quasi-experimental, explanatory sequential mixed-methods design. The broader impacts of the project include the advancement of the current state of engineering pedagogy through equipping of faculty members with a conceptual understanding of important learning theories and knowledge of evidence-based pedagogical practices. There is independent external evaluation of the process of conducting the activities by a qualified external evaluator. Findings from this project – disseminated via national conferences and peer-reviewed journals - could potentially revolutionize faculty training and result in increased use of evidence-based teaching practices across a broad scale of institutions and disciplines. The NSF IUSE: EDU Program supports research and development projects to improve the effectiveness of STEM education for all students. Through its Engaged Student Learning track, the program supports the creation, exploration, and implementation of promising practices and tools.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.