Collaborative Research: Supporting Agency Among Early Career Engineering Education Faculty in Diverse Institutional Contexts

合作研究：不同机构背景下早期职业工程教育教师的支持机构

• 批准号: 2109771
• 负责人: Erin McCave
• 金额: $ 6.18万
• 依托单位: University of Tennessee Knoxville
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2021
• 资助国家: 美国
• 起止时间: 2021-02-01 至 2022-05-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2109771&HistoricalAwards=false
• 关键词: Collaborative; Research; Supporting; Agency; Among

Faculty are at the center of many potential solutions to national and global calls for transformative improvements in STEM education. The last 20 years have seen significant advancement in understanding of how to create effective learning environments for STEM education. While many individual faculty have adopted new approaches to teaching, change has not been deep or widespread enough to make a major impact across all of STEM education. Better understanding is needed of how faculty can become change agents in order to effect this change. This study focuses on exploring the experiences of early career engineering education faculty as they attempt to impact the engineering education experiences of students locally and more broadly. Engineering education faculty are unique in that they have formal training in the types of change desired, and are often embedded in disciplinary engineering departments where they can apply their knowledge to create change. Understanding their experiences and the academic cultures in which they are working will provide information on they can and cannot influence education practices in their departments. Doing so will enhance our efforts to train and develop faculty prepared to drive change in engineering education.In the first phase of a two-phase study, collaborative inquiry and collaborative autoethnography methods will be used to systematically examine the PIs' own experiences as six early career faculty members in diverse settings: this will include scrutinizing acceptance of ambiguity, responses to disappointments and challenges, willingness to adapt, and ability to collaborate. Subsequently, in the second phase, the experiences of 12-15 additional early career faculty members will be examined to refine and expand on the phase one results, increasing their applicability to multiple settings. The results of this project will (1) advance the engineering education community's understanding of existing structures for facilitating change (or the lack thereof) in engineering education (2) identify barriers and supports for making change as early career engineering education faculty; and (3) develop a co-constructed understanding of how to better prepare and support faculty to exercise agency as it relates to impacting engineering education during their first few years in academic positions. These advancements are critical because the calls for change in engineering education will continue as technological advances are made and the role of engineers in society continues to evolve. By identifying the barriers and supports that affect early career faculty's abilities to take strategic and intentional actions towards achieving impact, the results of this study will enable engineering education graduate programs and national engineering education organizations to make programmatic changes to benefit future faculty. In addition, the evidence-based insights resulting from this study have the potential to expedite the on-boarding process of new engineering education faculty, promote improvements in STEM education nationally by faculty at all stages of their careers, and support the development of the field of engineering education research.

教职员工是许多潜在解决方案的核心国家和全球呼吁，以改善STEM教育。在过去的20年中，在理解如何为STEM教育创造有效的学习环境方面取得了重大进步。尽管许多个人教师已经采用了新的教学方法，但变化并没有足够深刻或广泛，无法在所有STEM教育中产生重大影响。需要更好地理解教师如何成为变革代理，以实现这一变化。这项研究重点是探索早期职业工程教育教师的经历，因为他们试图在本地和更广泛地影响学生的工程教育经验。工程教育教师的独特之处在于他们对所需的变化类型进行了正式培训，并且经常嵌入纪律工程部门，在那里他们可以运用知识来创造变革。了解他们的经验和所工作的学术文化将提供有关他们可以的信息，并且不能影响部门的教育实践。这样做将加强我们为培训和发展准备推动工程教育变化的教师的努力。在两阶段研究的第一阶段，协作性询问和协作性自我移动术方法将被用来系统地研究PIS作为六个早期的职业教师在多元化的环境中的六个早期职业教师的经验：这将包括对善于挑战的能力，并包括善于挑战，并包括善于挑战，并具有挑战性的挑战。随后，在第二阶段中，将检查12-15个早期职业教师的经验，以完善和扩展第一阶段的结果，从而提高其对多种环境的适用性。该项目的结果将（1）促进工程教育社区对工程教育中促进变化（或缺乏损害）现有结构的理解（2）确定作为早期职业工程教育教师变革的障碍和支持； （3）对如何更好地准备和支持教师的共同理解与行使机构有关，因为它与在学术职位的头几年中影响工程教育有关。这些进步至关重要，因为随着技术的进步，工程教育变化的呼吁将继续进行，工程师在社会中的作用继续发展。通过确定影响早期职业教师采取战略和故意行动来实现影响的障碍和支持，这项研究的结果将使工程教育研究生计划和国家工程教育组织能够进行程序化变更，从而使未来的教师受益。此外，这项研究产生的基于证据的见解有可能加快新工程教育教师的登机过程，在职业生涯的各个阶段通过教师在全国范围内促进STEM教育的改善，并支持工程教育研究领域的发展。

项目成果

Early Career Faculty Transitions: Negotiating Legitimacy and Seeking Support in Engineering Education

早期职业教师转型：谈判合法性并寻求工程教育支持

• DOI: 10.21061/see.52
• 发表时间: 2021
• 期刊: Studies in Engineering Education
• 作者: Coso Strong, Alexandra;Smith-Orr, Courtney;Bodnar, Cheryl;Lee, Walter;McCave, Erin;Faber, Courtney
• 通讯作者: Faber, Courtney

Defining academic engineering education roles within the United States

定义美国学术工程教育的角色

• 发表时间: 2021
• 期刊: Proceedings of the Research in Engineering Education Symposium & Australasian Association for Engineering Education Conference
• 作者: Bodnar, C.A.;McCave, E.J.;Smith-Orr, C.;Coso Strong, A.;Faber, C.;and Lee, W.
• 通讯作者: and Lee, W.

I Graduated, Now What? An Overview of the Academic Engineering Education Research Job Field and Search Process

我毕业了，现在怎么办？

• DOI: 10.18260/1-2--34741
• 发表时间: 2021
• 期刊: 2020 ASEE Virtual Annual Conference
• 作者: McCave, Erin;Bodnar, Cheryl;Smith-Orr, Courtney;Strong, Alexandra;Lee, Walter;Faber, Courtney
• 通讯作者: Faber, Courtney

Developing a Model of Professional Agency Toward Change in Engineering Education for Early Career Scholars

为早期职业学者开发工程教育变革的专业机构模型

• DOI: 10.18260/1-2--34416
• 发表时间: 2020
• 期刊: 2020 ASEE Virtual Annual Conference
• 作者: Faber, Courtney;Lee, Walter;Strong, Alexandra;Bodnar, Cheryl;Smith-Orr, Courtney;McCave, Erin
• 通讯作者: McCave, Erin