Individualized, Scalable, and Interactive Assessment and Instruction for Engineering Education

就在美国进入一个对工程师的需求日益增加的时期，以应对对国家安全的新威胁，并继续推动我们以技术为导向的经济增长，国内工程学毕业生的数量继续下降。一个日益紧迫的问题是工程劳动力的低多样性。例如，人口结构的演变表明，大学年龄的人将越来越多地构成少数民族。例如，这些少数族裔学生占K-12洛杉矶联合学区的80%以上，但在加州大学洛杉矶分校新生班级中只占6%(对于拉丁裔学生)和3%(对于非裔美国学生)。因此，由于招收和留住任职人数不足的学生的能力不足，总体工程生产将进一步减少。这一紧迫的问题导致了最近由加州大学洛杉矶分校教育与信息研究研究生院(GSEIS)、亨利·萨缪利工程与应用科学学院(HSSEAS)和工程多样性卓越中心(CEED)合作开发和成功使用的个性化互动教学(3i)工具。该规划计划专注于开发个性化教学和互动方法，将大型学生小组与课堂上的教师联系起来，提供实时评估来指导教学过程。这一规划计划的重点是：1)通过教育和工程专家的特别工作组，将个性化的实时评估方法(支持学生和教师)扩展到所有工程和支持学科；2)将个性化方法从目前的应用扩展到约20名学生，扩展到200多名学生的班级。这将通过在学生客户端设备上整合基于网络的自动推理功能来实现，向教师提供学生进度的摘要。3)开发共享3i内容、算法、规划和评估结果的社区。这些项目目标的广泛社会影响是通过从根本上提高我们成功指导和支持学生的能力来提高工程师的产量。该计划还通过创建支持所有学生的基础设施，特别是代表人数不足的学生，从本质上提供广泛的教育影响。该计划还将让代表人数不足的学生参与实际的技术开发和验证工作。

Domestic engineering graduates continue to decline in numbers just as the nation enters a period of increasing need for engineers to address new threats to national security and to continue the growth of our technology driven economy. An increasingly urgent concern is the low diversity in the engineering workforce. For example the evolution of demographics indicates that college-age individuals will increasingly comprise ethnic minorities. For example, these minority students represent over 80 percent of the K-12 Los Angeles Unified School District, but represent only 6 percent (for Latino students) and 3 percent (for African American students) in the UCLA freshman class. Thus, with inadequate ability to recruit and retain underrepresented students, overall engineering production will be reduced yet further. This urgent issue has lead to the recent development and successful use of Individualized, Interactive Instruction (3I) tools by collaboration between the UCLA Graduate School of Education and Information Studies (GSEIS), the Henry Samueli School of Engineering and Applied Science (HSSEAS), and the Center for Excellence in Engineering Diversity (CEED).This planning program focuses on the development of individualized instruction with interactive methods that link large student groups with instructors in the class room to provide real-time assessment to guide the instructional process. This planning program will focus on 1) Expansion of individualized real-time assessment methods (that are supportive of students and instructors) to all engineering and supporting disciplines with a task force of experts in education and engineering, 2) Scaling of individualized methods from its current application to about 20 students to classes of over 200 students. This will be accomplished by incorporation of network-based automated reasoning capability at the student client devices providing a summary of student progress to the instructor. 3) the development of a Community that shares 3I content, algorithms, planning, and assessment results. Broad societal impacts of these program goals are to increase the production of engineers through fundamental improvements in our ability to successfully instruct and support students. This program also inherently provides broad educational impact through creation of infrastructure supporting all students and in particular, underrepresented students. This program will also engage underrepresented students in the actual technology development and verification effort.