Examining Design Knowledge and Practice Among Stem Faculty-Designers Using Visual Lesson Blueprints

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Budhrani, K. (2022). Examining Design Knowledge and Practice Among Stem Faculty-Designers Using Visual Lesson Blueprints. Unc Charlotte Electronic Theses And Dissertations.
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Abstract

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.

Details
Author

Budhrani, Kiran

Title

Examining Design Knowledge and Practice Among Stem Faculty-Designers Using Visual Lesson Blueprints

Physical Description

1 online resource (250 pages) : PDF

Date

2022

Degree Granting Institution

University of North Carolina at Charlotte

Abstract

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.

Genre

doctoral dissertations

Subjects--Topics

Educational leadership
Educational technology
Design

Degree

D.Ed.

Keywords

Design Knowledge
Design Practice
Learning Design
Learning Environment Modelling
Qualitative Research
Visual Data

Subject Area

Educational Leadership

Advisor(s)

Martin, Florence

Committee Members

Lim, Jae Hoon
D'Amico, Mark
Buch, Kimberly

Degree Note

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

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Rights Holder Information

Copyright is held by the author unless otherwise indicated.

Identifier

Budhrani_uncc_0694D_13072

Permalink

http://hdl.handle.net/20.500.13093/etd:2985