开发工程教育硕士课程的跨学科途径

Kathy L. Jackson, I. Esparragoza, Jacquelyn Huff, Paul Lynch, Steven Y. Nozaki, Andrea M. Ragonese, J. Ranalli, Nancy E. Study
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引用次数: 0

摘要

在这份工作进展(WIP)文件中,我们分享了我们如何解决为科学、技术、工程和数学(STEM)教师和教职员工提供21世纪教学知识和技能的迫切需求。工程教育现在在各个层次的学习中都有提供,但一个主要的限制是准备教授工程内容的教师和非正式教育者的数量。虽然工程高等教育教师可能拥有强大的学科专业知识,但他们往往没有经过正式的教学培训就进入了劳动力市场。教师可能缺乏关于如何开发教学内容知识的最佳实践方法或如何在学科内有效地教授学生识字的指导。在我们国家的教育领域,工程教育和教育学院的工程教育研究生课程正在努力满足对更多和合格的工程教育工作者的持续需求。在我们的大学,我们正在寻求进入这个市场,并开发一个硕士水平的工程教育项目,重点是为具有工程背景的学生和具有教育背景的学生提供学科特定的,循证教学法。这项工作基于当前收集的数据和观点,提出了关于受众、目的和变革方法的基本问题。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Developing an Interdisciplinary Pathway for Engineering Education Master's Curriculum
In this Work-in-Progress (WIP) paper, we share how we address the urgent need to prepare Science, Technology, Engineering, and Mathematics (STEM) teachers and faculty with 21 st-century teaching and learning knowledge and skills. Engineering education is now provided across all levels of learning and yet a major constraint is the number of teachers and informal educators prepared to teach engineering content. While engineering higher education faculty are likely in possession of strong discipline-specific knowledge, they often enter the workforce without formal pedagogical training. Faculty may be lacking guidance on how to develop best-practice approaches for pedagogical content knowledge or how to effectively teach students literacy within a discipline. Across our nation's educational landscape, engineering education graduate programs housed in engineering and education schools are striving to meet this ongoing demand for more and qualified engineering educators. At our university, we are looking to enter this market and develop a master's level program in engineering education focusing on providing discipline-specific, evidence-based pedagogy to students with engineering backgrounds and students with education backgrounds. This work, based on current gathered data and perspectives, raises fundamental questions about audience, purpose, and transformative approaches.
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