Undergraduate Independent Study Research Projects
Undergraduate Independent Study Research Projects
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本科生自主学习研究项目
DOI：
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发表时间：
2004
期刊：
影响因子：
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通讯作者：
M. Evans
中科院分区：
文献类型：
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作者：
R. Welch;M. Evans
本文介绍了美国军事学院 (USMA) ABET 认证的土木工程项目成功使用的高级独立学习课程，该课程被认为极大地提高了学术项目的水平。可用的独立研究项目的三种一般项目类型是基于服务、基于竞赛和基于研究。这些开放式项目的组合通常确保每个学生可以列出至少 3-5 个项目选择，以满足他们对具有挑战性、有益的学术经历的个人需求。该课程是在项目要求的顶点课程之外提供的，每年有超过 90% 的高年级学生参加该课程，这一事实证明了学员们在该课程中看到的价值。在过去的十年中，USMA 的学术晋升标准越来越多地关注教职员工的研究和出版记录。因此，曾经以教学为主的学校开始转变为以研究为重点的学校。随着对教师研究的需求不断增长以及研究生的缺乏，本科生研究机会的发展迅速发展。在过去的五年里，我们尝试了本科生可以处理的研究项目的类型和水平，如何正确管理本科生研究，以及与课程相关的项目和学生成果应该是什么，有无数的成功和失败。可能的研究项目将在高年级秋季学期初呈现给学生。项目作业在学期中期完成，以便初步协调和一些准备工作可以在春季学期之前开始。每年有 45 至 60 名 CE 专业毕业生，很容易理解一名教师无法在每年春季为所需的 15-20 个项目提供建议。 CE 项目的 17 名教员中的许多（如果不是全部）必须从一开始就参与该高级项目项目，并监督至少一个项目。许多项目都需要与教师的研究直接相关的研究。通过学生评估数据表明，这对学生的学术经历来说既是挑战又是激励。学生们正在为真正的客户提供现实世界问题的解决方案。学生参与解决实际问题也能激发客户和赞助商的兴趣；他们积极参与该项目。客户参与的增加提高了成品的质量，也增强了学生和客户的体验。这些为期一个学期的项目对所有人（包括教师）来说都是一次很好的学习经历
This paper describes a senior independent study course used successful by the ABET-Accredited Civil Engineering Program at the United States Military Academy (USMA) that is believed to greatly enhance the academic program. The three general project types of independent study projects available are service-based, competition-based, and research-based. The mix of these open-ended projects usually ensures that each student can list a minimum of 3-5 project choices that meet their individual needs for a challenging, rewarding academic experience. The fact that this course is offered in addition to the program-required capstone course and taken by over 90 percent of the seniors each year testifies to the value that the cadets see in the course. In the past decade at USMA, academic promotion criteria have increasingly looked at research and publication records of faculty members. Thus, what was once a primarily teaching-focused school has began to morph into a research-focused school. With the growing need for modest faculty research and the absence of graduate students, the development of undergraduate research opportunities quickly evolved. There have been numerous successes and failures over the last five years as we experimented with types and levels of research projects that undergraduate students could handle, how to properly manage undergraduate research, and what should be the program and student outcomes associated with the course. Possible research projects are presented to the students early in the fall semester of their senior year. Project assignments are made by mid-semester so that initial coordination and some preparatory work can commence prior to the spring semester. With 45 to 60 CE majors graduating each year, it is easy to understand that one faculty member cannot advise the required 15-20 projects each spring. So many, if not all, of the CE program’s 17 faculty must be part of this senior project program from the onset and supervise at least one project. Many of the projects entail research tied directly to the faculty member’s research. It will be shown through student assessment data that this experience both challenges and also motivates students like no other course in their academic experience. The students are providing a solution to a real world problem for a real client. It is also the case that student involvement in solving real problems stimulates client and sponsor interest; they become heavily involved in the project. Increased client participation enhances the quality of the finished product, and also enhances the experience for both students and clients. These semester-long projects are a great learning experience for all, including the faculty