培养下一代：工程学学习助理计划的成果
Cultivating the Next Generation: Outcomes from a Learning Assistant Program in Engineering
摘要：
俄勒冈州立大学的LA计划于2014年在一个部门开始，旨在为在大招生生物学课程中实施主动学习提供支持。自成立以来，该计划已扩展到包括科学学院七个部门中的五个部门和工程学院六个部门中的四个部门的课程。在俄勒冈州立大学，我们确定了工程学院的具体课程物流和教育目标，并开发了一个适应工程LA计划，该计划使用研讨会模式而不是需要教学法课程，具有不同的招聘程序和教学法专业发展。在本文中，我们研究的特点和调整工程LA计划和评估的理想学习成果，从这个程序的基本原理。我们收集了调查数据和定性数据，从一个队列的50个工程LA通过一个学期，包括程序开发文档，观察笔记的26个教学会议，每周会议，和培训课程，15个人与LA和教师的访谈，52个响应LA在线每周反思，和13个响应LA在线调查。初步分析表明，与洛杉矶，洛杉矶支持类更好地配备和学生收到更直接和战略性的反馈。洛杉矶认识到，经验帮助他们巩固内容知识，了解其他观点，提高公众演讲，更好地与人沟通，发展团队合作技能，并学会处理复杂的社会情况。LA还认识到这些技能如何转移到专业工程实践中。工程教育工作者的影响进行了讨论。
英文摘要：
The LA Program at Oregon State University began in 2014 in one department as an effort to provide support for the implementation of active learning in large enrollment Biology courses. Since its start, the program has spread to include courses in five out of seven departments in the College of Science and four out of six departments in the College of Engineering. At OSU, we identified specific course logistics and educational goals in the College of Engineering and developed an adapted engineering LA Program, which has a different recruiting procedure and pedagogy professional development using a workshop model rather than requiring a pedagogy course. In this paper, we study characteristics and rationale of the adapted Engineering LA Program and assessments of the desired learning outcomes from this program. We collected survey data and qualitative data from a cohort of 50 engineering LAs through an academic term, including program development documentation, observation notes of 26 teaching sessions, weekly meetings, and training sessions, 15 in person interviews with LAs and instructors, 52 responses of LA online weekly reflections, and 13 responses of LA online surveys. Preliminary analysis shows that with LAs, the LA supported classes were better staffed and students received more immediate and strategic feedback. LAs recognize that the experience helped them solidify content knowledge, understand other perspectives, improve public speaking, better communicate with people, develop teamwork skills, and learn to deal with complex social situations. LAs also recognize how these skills transfer into professional engineering practice. Implications for engineering educators are discussed.
机构、总结、中文摘要均由AI分析而来，可能存在错误，请以论文正文为准。
