Collaborative Research: Use and Knowledge of Research-Based Instructional Strategies (RBIS) in Engineering Science Courses

协作研究：工程科学课程中基于研究的教学策略（RBIS）的使用和知识

• 批准号: 1037724
• 负责人: Jeffrey Froyd
• 金额: $ 4.71万
• 依托单位: Texas A&M Engineering Experiment Station
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2010
• 资助国家: 美国
• 起止时间: 2010-09-01 至 2013-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1037724&HistoricalAwards=false
• 关键词: Collaborative; Research; Use; Knowledge; Based

This engineering education research project seeks to continue ongoing work to better understand the barriers to wide adoption of educational methods that have been proven to improve many aspects of student learning in engineering. The PIs plan a comprehensive survey of electrical and chemical engineering faculty; the project partners with the IEEE (electrical engineering) and AIChE (chemical engineering) professional societies to improve participation. If successful, this research project will help provide the faculty perspective on barriers to broad adoption of research-proven pedagogies.The broader significance and importance of this project will be to understand, then ultimately lower, barrier to adoption of teaching techniques that have been proven to engage diverse audiences of engineering students. While successful at improving retention and engagement of students, including those from under-represented groups, these techniques have not spread widely, and researchers do not yet have a clear understanding of why.

该工程教育研究项目旨在继续正在进行的工作，以更好地了解广泛采用教育方法的障碍，这些方法已被证明可以改善学生工程学习的许多方面。 PI 计划对电气和化学工程教师进行全面调查；该项目与 IEEE（电气工程）和 AIChE（化学工程）专业协会合作，以提高参与度。 如果成功，该研究项目将有助于为教师提供关于广泛采用经过研究证明的教学法的障碍的观点。该项目更广泛的意义和重要性将是理解并最终降低采用已被证明的教学技术的障碍吸引工程专业学生的不同受众。 虽然成功地提高了学生（包括来自代表性不足群体的学生）的保留率和参与度，但这些技术尚未广泛传播，研究人员尚未清楚地了解其中的原因。