Workshop: ProVis-EER: Developing Professional Vision into Empirical Practices within Engineering Education Research (EER) though Digital Apprenticeship

研讨会：ProVis-EER：通过数字学徒制将专业愿景发展为工程教育研究 (EER) 中的实证实践

基本信息

批准号：
2112775
负责人：
Aditya Johri
金额：
$ 9.96万
依托单位：
George Mason University
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：
2021-12-01 至 2024-11-30
项目状态：
已结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=2112775&HistoricalAwards=false
关键词：
Workshop ProVis EER Developing Professional

项目摘要

The preparation of a future engineering workforce depends critically on our ability to provide excellence in training and through our efforts to train a diverse range of stakeholders for the engineering profession. Increasingly within the United States institutions are creating programs, courses, and centers to support the preparation of the future engineer. This institutional and education infrastructure depends on a better and deeper understanding of how engineering education works best in order to support their efforts and initiatives. This project will contribute to this mission by increasing and improving the capacity of engineering educators to undertake research on engineering education. Through this series of workshops newcomers to the field will be able to learn first-hand from scholar-experts in the field. The online nature of the workshops will ensure that a large number of participants are able to undergo the sessions. Furthermore, the resources created as part of this project will be available for future training purposes. Overall, this work is crucial for the growing field of engineering education and the ability of future engineering educators to learn from a diverse set of scholar-experts will broaden the kinds of research that are done as well as the outcomes of the research. This project aligns with NSF’s investment in the Research in Formation of Engineers (RFE) program by creating better engineering education researchers that can support the training of future engineers and who can undertake better research for us to know how to create a more inclusive engineering workforce for the future. Building capacity for engineering education research (EER) is a core goal of NSF and organizations such as the American Society for Engineering Education (ASEE) and the National Academies of Sciences, Engineering, and Medicine (NASEM). Over the past decade the community has made significant gains towards achieving this objective as evidenced by increasing number of departments and centers directed towards engineering education across institutions. Propagation of EER practices has largely been through face-to-face interactions, including doctoral programs, working in research laboratories, and workshops and tutorials at professional development meetings. These in person engagements and events are prohibitive for many who would benefit from developing a better understanding of how research is conducted. They also limit new researchers in exposure to a broader diversity of views and research practices. This proposed series of digital workshops are designed as a “swift apprenticeship” experiences to increase the formation of EER practitioners by creating exemplars of engineering education research practices that take the learner through the entire lifecycle of a project and provide an avenue for learning by example, scaffolded by experts. Experts will focus on one of their exemplary published research papers and deconstruct/reconstruct how that research was done and the paper produced including matters of theory, methods, and review. The reconstruction will take place as a conversation with the PI/s which will be captured on video and audio and drafts of papers and other relevant artifacts will be collected and shared. It will also invite questions from a set of novice participants and commentary from other experts to provide another viewpoint and additional context on research practices. This project will benefit engineering education graduate students, engineering graduate students and faculty in other disciplines interested in engineering education research, and postdoctoral scholars. This work will contribute to research on engineering education, especially the use of professional vision and scaffolding for novices, and on transfer learning for research practices.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.

未来的工程劳动力的准备取决于我们提供卓越培训的能力，并通过努力培训众多工程专业的利益相关者。美国机构越来越多地创建计划，课程和中心，以支持未来工程师的准备。这种机构和教育基础设施取决于对工程教育如何最有效的更好，更深入的了解，以支持他们的努力和倡议。该项目将通过提高和提高工程教育进行工程教育研究的能力来促进这项任务。通过这一系列的研讨会，该领域的新移民将能够从该领域的学术专家手中学习。研讨会的在线性质将确保大量参与者能够参加会议。此外，作为该项目的一部分创建的资源将用于将来的培训目的。总体而言，这项工作对于不断发展的工程教育领域至关重要，以及未来工程教育向潜水员的科学专家学习的能力将扩大所做的研究以及研究成果。该项目通过创建更好的工程教育研究人员来支持对未来工程师的培训，并为我们了解如何为未来创造更具包容性的工程劳动力，以支持对未来的工程师的培训，并与NSF在形成工程师计划的研究（RFE）计划中的投资保持一致。建立工程教育研究能力（EER）是NSF的核心目标，以及美国工程教育学会（ASEE）和美国国家科学，工程和医学学院（NASEM）等组织。在过去的十年中，社区取得了巨大的收益，可以实现这一目标，这证明了越来越多的部门和针对整个机构工程教育的中心。 EER实践的传播主要是通过面对面的互动，包括博士学位课程，研究实验室的工作以及在专业发展会议上的研讨会和教程。对于许多将受益于对研究方式的更好理解，这些人会亲自参与和事件。他们还限制了新的研究人员接触更多的观点和研究实践。拟议的一系列数字研讨会被设计为“迅速学徒”的经验，通过创建工程教育研究实践的典范来增加EER实践者的形成，这些研究实践使学习者通过项目的整个生命周期，并为专家提供示例学习的途径。专家将重点关注其示例之一发表的研究论文，并解构/重建该研究还将如何邀请一组新颖的参与者的问题，以及其他专家的评论，以提供另一个关于研究实践的观点和其他观点。该项目将使工程教育毕业生受益。对工程教育研究感兴趣的其他学科的学生，工程研究生和教职员工以及博士后学者。这项工作将有助于研究工程教育的研究，尤其是在小说中使用专业愿景和脚手架，以及用于研究实践的转移学习。该奖项反映了NSF的法定任务，并被认为是通过基金会的知识分子优点和更广泛影响的评估标准来通过评估来获得的支持。