Collaborative Research: Research: Developing reflexive engineers through accessing and characterizing implicit beliefs about the value of diverse perspectives in service-learning

合作研究：研究：通过获取和表征关于服务学习中不同观点价值的隐含信念来培养反思性工程师

• 批准号: 2327937
• 负责人: David A Delaine
• 金额: $ 31.83万
• 依托单位: Ohio State University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2023
• 资助国家: 美国
• 起止时间: 2023-09-01 至 2026-08-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2327937&HistoricalAwards=false
• 关键词: Collaborative; Research; Developing; reflexive; engineers

Solving society’s biggest problems, will require input from engineers and non-engineers, who have different backgrounds and ways of thinking. A good engineer must know how technology works but even more importantly, how technology might affect people and society. This means that engineering faculty need to prepare their students for working well with others and to respect their ideas. In order for engineering faculty to know how to best help their students, this project will conduct this research study to explore what engineering students believe about non-engineers when they are working together to solve problems in a community. This will be accomplished by 1) investigating different ways of determining what engineering students believe about those who are not engineers, 2) grouping students’ beliefs into categories that allow exploration of trends, and 3) working together with a team of students, community partners, and teachers to brainstorm ideas on how students can learn more about themselves. This will help make future professional engineers better, by showing students the importance of treating those who are not engineers with respect and valuing their ideas. The goal of this research study is to make sure that members of society do not experience negative impacts because of what engineers think or believe. The intent is to ensure that the work engineers do to help society is not unintentionally hurting communities or treating people who are different from them unfairly. This research will help engineering faculty learn more about what their students believe about non-engineers, which can help them teach in a way that truly makes engineering work benefit all of society by improving the way engineers solve problems.Since the professional socialization of engineering students commonly fosters the belief that engineers’ scientific approaches to problem solving are superior to other ways of thinking, it is important that engineering education provides students with explicit opportunities to reflect on, and learn to be critical of, such beliefs, a process known as reflexivity. This research will produce new knowledge on qualitative methods for effectively accessing implicit beliefs in engineering education. Service-learning in engineering provides an educational context to investigate this phenomenon as it explicitly positions students to engage with others in socio-technical contexts. With an overarching goal of fostering egalitarian beliefs about the value of diverse perspectives in all engineering students, this project will investigate the context of service-learning. Within this context, this project will produce knowledge that enables engineering educators and other researchers, both in and out of service-learning contexts, to access important constructs of professional formation through the contribution of a nuanced characterization of the beliefs held by engineering students. Our analysis will reveal the beliefs for engineering students that are both 1) commonly held, and 2) varied, enabling the identification of beliefs that exist at a broad, cultural level in engineering as well as beliefs that can be understood as implicit outcomes of students’ lived experiences. Lastly, the collaborative inquiry component of this project will produce recommendations for how these implicit belief patterns can be used as inputs for enhancing service-learning. This is a meaningful contribution in that it can inform the programmatic implementation of service-learning experiences and serve as evidence for the development of instructional tools that support enhancing service-learning curricula through promoting reflexivity in engineering students.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.

解决社会最大的问题，需要工程师和非工程师的意见，这些工程师和非工程师的背景和思维方式不同。好的工程师必须知道技术的运作方式，但更重要的是，技术如何影响人们和社会。这意味着工程教师需要为学生做好准备与他人合作并尊重他们的想法。为了使工程学院知道如何最佳帮助学生，该项目将进行这项研究，以探索工程专业的学生在共同努力解决社区问题时对非工程师的信仰。这将通过1）调查确定哪些工程专业学生对那些不是工程师的人的信念，2）将学生的信念分为允许趋势的类别，以及3）与一组学生，社区合作伙伴和老师的团队合作，以思考学生如何了解自己的想法。通过向学生展示那些不是尊重工程师并评估自己的想法的人的重要性，这将有助于使未来的专业工程师更好。这项研究的目的是确保社会成员由于工程师的想法或相信而不会产生负面影响。目的是确保工程师为帮助社会而做的工作并不是无意中伤害社区或对待与他们不同的人。这项研究将有助于工程教师更多地了解学生对非工程的信念，这可以帮助他们以一种真正使工程工作的方式通过改善工程师解决问题的方式来使他们的整个社会受益。在工程学学生的专业社会化方面，人们通常会相信工程师的科学方法的信念是，对问题的态度与其他知识相比，这是在工程学方面的重要性，即在工程学方面具有重要的方式，而这些知识是为了使工程学的重要机会提供了重要的机会，而这是一项重要的教育，而这是一个重要的教育，这是一个重要的机会，而这是一个重要的教育，那么在这些方面具有重要的态度，而这是一定的，而这是在工程学上的重要机会，那么在这些方面的挑战，这是一定的。一个称为反射性的过程。这项研究将为定性方法提供新知识，以有效地获得工程教育中的隐性信念。工程学的服务学习提供了一种教育背景，以调查这种现象，因为它明确地定位了学生在社会技术环境中与他人互动。该项目的总体目标是促进对潜水员观点在所有工程学生中的价值的看法，该项目将调查服务学习的背景。在这种情况下，该项目将产生知识，使工程教育者和其他研究人员在服务学习环境中，通过对工程专业学生持有的信念的细微差异来访问专业形成的重要结构。我们的分析将揭示对工程专业学生的信念，这些信念既是1）通常持有的，以及2）各种各样的差异，从而能够识别在工程学中广泛的文化层面上存在的信念，以及可以将其理解为学生现场经验的隐性成果的信念。最后，该项目的协作询问组成部分将为这些隐性信念模式如何用作增强服务学习的输入提出建议。这是一项有意义的贡献，它可以为学习学习经验的程序实施提供信息，并作为开发教学工具的证据，通过促进工程学生的反思性来支持增强服务学习课程。该奖项反映了NSF的法定任务，并通过使用基金会的知识优点和广泛的范围来评估，以评估的支持，被认为是宝贵的。