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首页> 外文会议>40th ASEE/IEEE Frontiers in Education Conference >Work in progress — A mixed-methods study of the effects of first-year project pedagogies on the motivation, retention, and career plans of women in engineering
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Work in progress — A mixed-methods study of the effects of first-year project pedagogies on the motivation, retention, and career plans of women in engineering

机译：进行中的工作-混合方法研究第一年项目教学法对工程技术女性的动机，保留和职业计划的影响

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Our research project compares two first-year engineering course project pedagogies to identify approaches that enhance the likelihood of women continuing in engineering majors and entering engineering careers. Specifically, we compare the problem-based learning (PBL) model to a more general experiential learning approach centered on the engineering design process, referred to here as the traditional engineering design model (TED). We hypothesize that the PBL model, with extensive faculty facilitation, will increase the likelihood of women persisting in an engineering degree, achieving higher grades in future classes, and going into engineering careers. Our research is grounded in motivational theory, and particularly in a model that integrates aspects of existing theories including participation-identification, expectancy-value, and self-efficacy. We are testing this integrated model and the research hypothesis through a longitudinal, mixed-method analysis, with data collected from five cohorts at two large research universities.
机译：我们的研究项目比较了两个第一年的工程课程项目教学法，以确定可以提高女性继续攻读工程专业并进入工程职业的可能性的方法。具体而言，我们将基于问题的学习（PBL）模型与以工程设计过程为中心的更一般的体验式学习方法进行了比较，此处称为传统工程设计模型（TED）。我们假设，通过广泛的教师协助，PBL模型将增加女性坚持工程学学位，在将来的课程中取得更高成绩并进入工程职业的可能性。我们的研究基于动机理论，尤其是在一个模型中，该模型整合了现有理论的各个方面，包括参与识别，期望值和自我效能感。我们正在通过纵向的混合方法分析来测试这种集成模型和研究假设，并使用从两所大型研究型大学的五个队列中收集的数据进行测试。

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