文章基本信息

标题：INNOVATIVE TEACHING METHODS AND ENGINEERING EDUCATION RESEARCH
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作者：Angela Van Barneveld
期刊名称：Proceedings of the Canadian Engineering Education Association
出版年度：2012
语种：English
出版社：The Canadian Engineering Education Association (CEEA)
摘要：In 2011, I conducted a research study that focused on the experiences of engineering educators who were implementing innovative pedagogies such as problem-based learning (or its variations) in undergraduate engineering education on a consistent and committed basis. The intent of the study was to identify not only the tensions encountered but also the management of tensions that arose when implementing these pedagogies. I specifically sought out this group of educators on the assumption that their belief in the benefits and outcomes of PBL outweighed the challenges that they faced at a classroom and system level when they, in essence, turned away from what may be considered a ‘traditional’ approach to engineering education.A survey was designed to capture data relevant to the research questions around implementation of PBL and tensions encountered. The data collection (1 month) period resulted in 313 valid survey responses who met inclusion criteria. Sixty-five engineering educators were interviewed on their teaching practices and management of tensions encountered when implementing PBL. At the end of the data collection period, I was left a sense of admiration for these educators who, despite having to address predictable and unpredictable tensions because of their pedagogical beliefs, maintained a course that they believed would best serve their students and society. So, between March 1 and July 29, 2011, a follow-up question was sent to all the educators who had been interviewed (n=65; response rate = 100%) and to those who not interviewed but had provided contact information (n=172; response rate = 33%). They were asked the following question: For an engineering educator wanting to implement PBL into their teaching practice, what words of wisdom (lessons learned) would you offer them (3‐5 bullet points)?The benefit of aggregating this sort of information may prove very useful for engineering educators and educational institutions planning the implementation of innovative pedagogies such as PBL.