We detail an exploratory study of faculty members’ perceptions of activities associated with undergraduate engineering
programs in university-based makerspaces. Our study examines the affordances and constraints faculty perceive regarding
teaching and learning in these spaces and, specifically, how makerspaces support engineering faculty members in
accomplishing the goals and expectations they have for undergraduate students’ learning and development. We found
that makerspaces inspired faculty members’ curricular and instructional innovations, including design of new courses and
implementation of practices meant to result in more team-based and active learning. Faculty perceived student activities in
makerspaces as fostering of student agency and development of engineering skills, knowledge, and affect. Faculty also
identified concerns related to the teaching of engineering in these spaces, including the need to change their instructional
practices to more fully engage students and to balance the sophisticated tools and resources with the rigor of completing
complex engineering tasks. We use structuration theory to illuminate how faculty act, rationalize, and reflect on their
teaching practices and goals in relation to structures present in university-based makerspace. Our study is intended to
inform faculty and administrators working to engage students through interactions in makerspaces or similar innovations,
and to consider how access to and impact of these structures support undergraduate engineering education.
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Assessment, credential, or both? Higher education faculty’s design principles for micro-credentials
The rise of small, skills-focused credentials, also known as micro-credentials, has garnered considerable attention in recent years. By offering micro-credentials, institutions of higher education can provide additional credential options, thereby attracting more diverse audiences beyond degree-seekers. However, amidst their growth, fundamental questions surrounding their effective design and pedagogical implementation remain. This lack of clarity may inadvertently hinder their effectiveness. To address this gap, there is a need for studies that examine the perspectives and practices of faculty involved in micro-credential development and delivery. This study employed a single-embedded case design to investigate the perceptions and practices of faculty members who implemented micro-credentials for a pilot program at a large public research university. Specifically, this study aimed to identify faculty perceptions of the assessment and credentialing affordances of micro-credentials, and strategies employed to integrate these affordances into the design of micro-credentials. In-depth interviews were conducted with faculty members representing a diverse array of academic disciplines. Findings revealed that faculty need support in recognizing and integrating certain characteristics of quality assessments when designing micro-credentials, including aligning of assessments with a micro-credential’s delivery method, and integrating equity-oriented assessments into the design. These findings underscore the necessity for interventions and training programs aimed at integrating quality assessment practices into micro-credential design.
more » « less- NSF-PAR ID:
- 10490537
- Publisher / Repository:
- Springer Science + Business Media
- Date Published:
- Journal Name:
- Discover Education
- Volume:
- 3
- Issue:
- 1
- ISSN:
- 2731-5525
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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null (Ed.)We detail an exploratory study of faculty members’ perceptions of activities associated with undergraduate engineering programs in university-based makerspaces. Our study examines the affordances and constraints faculty perceive regarding teaching and learning in these spaces and, specifically, how makerspaces support engineering faculty members in accomplishing the goals and expectations they have for undergraduate students’ learning and development. We found that makerspaces inspired faculty members’ curricular and instructional innovations, including design of new courses and implementation of practices meant to result in more team-based and active learning. Faculty perceived student activities in makerspaces as fostering of student agency and development of engineering skills, knowledge, and affect. Faculty also identified concerns related to the teaching of engineering in these spaces, including the need to change their instructional practices to more fully engage students and to balance the sophisticated tools and resources with the rigor of completing complex engineering tasks. We use structuration theory to illuminate how faculty act, rationalize, and reflect on their teaching practices and goals in relation to structures present in university-based makerspace. Our study is intended to inform faculty and administrators working to engage students through interactions in makerspaces or similar innovations, and to consider how access to and impact of these structures support undergraduate engineering education.more » « less
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The current study examined developmental change in future orientation and perseverance across childhood and adolescence. Drawing from stage–environment fit theory, the study examined how adolescents’ perceptions of key school experiences (teacher support, school climate, high‐quality organized activities, school transitions) and socioemotional competencies covaried across time. Using an accelerated longitudinal design, a diverse sample of 4,055 youth in grades 6–12 completed assessments at 4 time points. Latent growth curve analyses revealed future orientation and perseverance both followed a quadratic trajectory marked by growth in early adolescence, followed by a leveling off in later adolescence. School experiences positively covaried with socioemotional competencies. Findings provide insight into patterns of age‐related change and offer implications for practices aimed at promoting future orientation and perseverance.
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A 2019 report from the National Academies on Minority Serving Institutions (MSIs) concluded that MSIs need to change their culture to successfully serve students with marginalized racial and/or ethnic identities. The report recommends institutional responsiveness to meet students “where they are,” metaphorically, creating supportive campus environments and providing tailored academic and social support structures. In recent years, the faculty, staff, and administrators at California State University, Los Angeles have made significant efforts to enhance student success through multiple initiatives including a summer bridge program, first-year in engineering program, etc. However, it has become clear that more profound changes are needed to create a culture that meets students “where they are.” In 2020, we were awarded NSF support for Eco-STEM, an initiative designed to change a system that demands "college-ready" students into one that is "student-ready." Aimed at shifting the deficit mindset prevailing in engineering education, the Eco-STEM project embraces an asset-based ecosystem model that thinks of education as cultivation, and ideas as seeds we are planting, rather than a system of standards and quality checks. This significant paradigm and culture transformation is accomplished through: 1) The Eco-STEM Faculty Fellows’ Community of Practice (CoP), which employs critically reflective dialogue[ ][ ] to enhance the learning environment using asset-based learner-centered instructional approaches; 2) A Leadership CoP with department chairs and program directors that guides cultural change at the department/program level; 3) A Facilitators’ CoP that prepares facilitators to lead, sustain, update, and expand the Faculty and Leadership CoPs; 4) Reform of the teaching evaluation system to sustain the cultural changes. This paper presents the progress and preliminary findings of the Eco-STEM project. During the first project year, the project team formulated the curriculum for the Faculty CoP with a focus on inclusive pedagogy, community cultural wealth, and community building, developed a classroom peer observation tool to provide formative data for teaching reflection, and designed research inquiry tools. The latter investigates the following research questions: 1) To what extent do the Eco-STEM CoPs effectively shift the mental models of participants from a factory-like model to an ecosystem model of education? 2) To what extent does this shift support an emphasis on the assets of our students, faculty, and staff members and, in turn, allow for enhanced motivation, excellence and success? 3) To what extent do new faculty assessment tools designed to provide feedback that reflects ecosystem-centric principles and values allow for individuals within the system to thrive? In Fall 2021, the first cohort of Eco-STEM Faculty Fellows were recruited, and rich conversations and in-depth reflections in our CoP meetings indicated Fellows’ positive responses to both the CoP curriculum and facilitation practices. This paper offers a work-in-progress introduction to the Eco-STEM project, including the Faculty CoP, the classroom peer observation tool, and the proposed research instruments. We hope this work will cultivate broader conversations within the engineering education research community about cultural change in engineering education and methods towards its implementation.more » « less
