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Examining Design Knowledge and Practice among STEM Faculty-Designers Using Visual Lesson Blueprints.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Examining Design Knowledge and Practice among STEM Faculty-Designers Using Visual Lesson Blueprints.
作者:	Budhrani, Kiran.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, 2022
面頁冊數:	251 p.
附註:	Source: Dissertations Abstracts International, Volume: 83-11, Section: A.
附註:	Advisor: Martin, Florence.
Contained By:	Dissertations Abstracts International83-11A.
標題:	Educational leadership.
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29164355
ISBN:	9798426831162

Examining Design Knowledge and Practice among STEM Faculty-Designers Using Visual Lesson Blueprints.
Budhrani, Kiran.

Examining Design Knowledge and Practice among STEM Faculty-Designers Using Visual Lesson Blueprints. - Ann Arbor : ProQuest Dissertations & Theses, 2022 - 251 p.

Source: Dissertations Abstracts International, Volume: 83-11, Section: A.

Thesis (D.Ed.)--The University of North Carolina at Charlotte, 2022.

This item must not be sold to any third party vendors.

Attention is being given to improving the design of undergraduate gateway courses (i.e., entry-level, introductory) in the fields of science, technology, engineering, and mathematics (STEM), particularly those facing challenges of large enrollment and high failure rates. Effective course design has been noted as a key strategy for improving the quality of higher education teaching. The science of design has a goal of studying how people design, what they design, and what knowledge is drawn upon during design work. This embedded case study systematically investigated how faculty design knowledge influences design practice. Three faculty individually participated in a 6-hour course modeling workshop and used the Learning Environment Modeling (LEM) toolkit to generate 13 visual lesson blueprints while engaging in design discussions and interviews. A two-phased, hybrid inductive-deductive analysis approach was used for data collection, data preparation, and data analysis. Results discuss the (1) the variety, frequency, and distribution of lesson elements in visual lesson blueprints, (2) six “design patterns of practice” emergent among activity sequences and lesson sequences; (3) the 18 contextual factors that influence STEM faculty design decisions, and (4) granularity and scale as two key influencers to faculty design knowledge and design practice. The findings of this study contribute to existing literature on STEM faculty design knowledge and design practice examined through visual lesson blueprints and design toolkits. The study offers implications to qualitative and visual research methods as well as to university centers for teaching and learning as key stakeholders in supporting faculty as designers.

ISBN: 9798426831162Subjects--Topical Terms:

300947
Educational leadership.
Subjects--Index Terms:

Design knowledge

Examining Design Knowledge and Practice among STEM Faculty-Designers Using Visual Lesson Blueprints.
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