通过跨学科和机构的现实世界合作项目培养学生的参与度

IF 2.5 Q1 Social Sciences
Laura Mebert, R. Barnes, Jacqueline Dalley, L. Gawarecki, Farnaz Ghazi-Nezami, Gregory Shafer, Jill A. Slater, E. Yezbick
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引用次数: 10

摘要

摘要大量研究发现,学习体验的几个特征可能会增强学生的学习,包括协作、开放式探索和现实场景中基于问题的学习。缺少的是一个教师如何将这些元素组合成一个跨学科和机构灵活工作的单一项目的模型。本文通过提供这样一个模型并报告其在促进学生参与方面的有效性来填补这一空白。它描述了美国密歇根州弗林特市四所学院和大学的讲师在弗林特水危机最严重的时候试点的一个项目。该项目要求学生将课堂内容应用于他们周围的现实世界问题,并为学生提供了与同龄人合作的机会。我们收集了学生对该项目反应的定性和定量数据,发现该项目成功地吸引了学生。我们为教师如何在自己的课堂上创建类似的项目提供建议。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Fostering student engagement through a real-world, collaborative project across disciplines and institutions
ABSTRACT Ample research has identified several features of a learning experience likely to enhance student learning, including collaboration, open-ended exploration, and problem-based learning in real-life scenarios. Missing is a model of how instructors might combine these elements into a single project that works flexibly across disciplines and institutions. This article fills this gap by offering such a model and reporting on its effectiveness in fostering student engagement. It describes a project that instructors at four colleges and universities in Flint, Michigan (USA) piloted during the height of the Flint water crisis. The project asked students to apply class content to the real-world problem unfolding around them, and offered students an opportunity to collaborate with peers. We collected qualitative and quantitative data on students’ reactions to the project, and found that the project succeeded in engaging students. We offer recommendations for how instructors can create similar projects in their own classrooms.
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来源期刊
Higher Education Pedagogies
Higher Education Pedagogies EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
7.70
自引率
4.00%
发文量
10
审稿时长
13 weeks
期刊介绍: The aim of Higher Education Pedagogies is to identify, promote and publish excellence and innovations in the practice and theory of teaching and learning in and across all disciplines in higher education. The journal will provide an international forum for the sharing, dissemination and discussion of research, experience and perspectives across a wide range of teaching and learning issues. The journal will prove a valuable resource for individuals in the development and enhancement of their own practice, and for institutions in the promotion of the scholarship of teaching and learning. Higher Education Pedagogies will focus on disciplinary pedagogies and learning experiences; the higher education curriculum, i.e. what is taught and how it is developed and enhanced including both skills and knowledge; the delivery of the higher education curriculum; how it is taught and how students learn, and academic development; the role of teaching and learning in the development of academic careers and its place within the profession. Higher Education Pedagogies welcomes papers which are accessible to both specialist and generalist readers and are theoretically and empirically rigorous. Through advancing knowledge of, and practice in, teaching and learning, Higher Education Pedagogies will prove essential reading for all those who wish to stay informed of state-of-the-art teaching and learning developments in higher education. Higher Education Pedagogies is sponsored by the Higher Education Academy.
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