首页> 外文会议>American Society For Engineering Education Annual Conference and Exposition >BRIDGING THE VALLEY OF DEATH: A 360 APPROACH TO UNDERSTANDING ADOPTION OF INNOVATIONS IN ENGINEERING EDUCATION
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BRIDGING THE VALLEY OF DEATH: A 360 APPROACH TO UNDERSTANDING ADOPTION OF INNOVATIONS IN ENGINEERING EDUCATION

机译:弥合死亡谷:一个360探讨了在工程教育中采纳创新的方法

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There is a nationwide need to better translate engineering education research into the classroom setting. Moving engineering education research into practice is a more complicated task than it might initially seem. There are many significant barriers to hinder the transition from research to implementation. These barriers can be categorized into two groups: (1) individual barriers, such as personality characteristics that contribute to a lack of willingness to implement innovations, as well as a lack of knowledge about engineering education research; and (2) environmental perceptions, such as perceptions of the tenure and promotion that suggest a lack of support for innovations. The project discussed in this paper investigates the characteristics of faculty members who successfully adopt engineering education innovations and studies the impact of their working environment on their decision to adopt. Additionally, the project investigates characteristics of faculty members who do not adopt engineering education innovations and whether that decision was affected by perceptions of their working environment. This paper describes the identification of current barriers to the adoption of innovations in engineering education using a 360° approach. Perspectives include that of self, colleagues, students, experts in education innovation (such as the director of a center for teaching and learning), and the reality (from administrators and published documents) and perceptions (from individuals) of the tenure process and rewards/incentives. This 360° approach provides a foundation for bridging the gap, often referred to as the 'valley of death,' between engineering education research and the common practice of engineering education.
机译:全国各地需要更好地将工程教育研究转化为课堂环境。将工程教育研究进入实践是一个比最初似乎更复杂的任务。有许多重要的障碍来阻碍从研究到实施的转变。这些障碍可以分为两组:(1)个性障碍,如有助于实施创新的人格特征,以及缺乏关于工程教育研究的知识; (2)环境感知,如对促进的保单和促进的看法,表明缺乏对创新的支持。本文讨论的项目调查了成功采用工程教育创新的教师成员的特点,并研究其工作环境对其采用的决定的影响。此外,该项目调查了不采用工程教育创新的教师成员的特征,以及该决定是否受到其工作环境的看法的影响。本文介绍了使用360°方法采用工程教育创新的当前障碍的识别。观点包括自我,同事,学生,教育创新专家(如教学和学习中心的董事),以及实际(从管理员和发表的文件)和奖励的认证(来自个人) /奖励。这360°的方法为弥补跨越差距,通常被称为“死亡谷”的基础,工程教育研究与工程教育的共同实践。

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