ADEPT: Assessing Design Engineering Project Classess with Multi-Disciplinary Teams

ADEPT：与多学科团队一起评估设计工程项目等级

• 批准号: 0648487
• 负责人: Daniel Siewiorek
• 金额: $ 50万
• 依托单位: Carnegie-Mellon University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2007
• 资助国家: 美国
• 起止时间: 2007-06-01 至 2012-05-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0648487&HistoricalAwards=false
• 关键词: ADEPT; Assessing; Design; Engineering; Project

The objective of this engineering education project is to develop: 1) a physical infrastructure that enables systematic capture of student design team synchronous and asynchronous communications; 2) design webs that integrate and summarize the team communications to provide traceability and accountability for individual contributions to the shared knowledge; 3) assessment methods for learning in multi-disciplinary, project-based engineering design courses; 4) a method to support the facilitated improvement of engineering design courses; and 5) a dataset collected from a testbed multidisciplinary design project course.The scope of this project is unique in that its goal is to capture all of the group interactions of a 25 person multi-disciplinary design team over the course of a semester. Part of the underlying technology that enables the automatic assessment tool is a novel form of automatic multi-document summarization. What is different about this form of summarization is that the resulting representation of communication is organized around individuals rather than around pieces of information. While state-of-the-art summarization technology is dominated by forms of extractive summarization, this application requires the inclusion of insights about individual members of the group, the relationships between them and their ideas, and their evolution over time. The PIs propose to administer many pre- and post-tests to capture as much as is possible the initial and final knowledge states of the students.Multidisciplinary teams are critical in engineering education. This proposal addresses larger issues that are central to learning in teams that are difficult to observe. This proposal suggests a novel approach to analyzing team learning. This research could revolutionize understanding of how multidisciplinary teams integrate their knowledge. This research has the potential to have an impact on teaching engineering design courses at many universities because we will disseminate the technology requirements and the assessment tools. In addition, the PI team will make the dataset of the completely instrumented semester-long course publicly available so that other researchers will be able to use it to answer their own related research questions. This research has the potential to have an impact on teaching engineering design courses at many universities.

这个工程教育项目的目标是：1）一个物理基础设施，使学生设计团队同步和异步通信的系统捕获; 2）设计网络，整合和总结团队通信，提供可追溯性和问责制的个人贡献的共享知识; 3）评估方法，学习多学科，基于项目的工程设计课程; 4）一种方法，以支持促进工程设计课程的改进;和5）一个数据集收集的测试床多学科设计项目课程。这个项目的范围是独特的，因为它的目标是捕捉所有的组交互的25人的多学科设计团队在一个学期的课程。支持自动评估工具的底层技术的一部分是一种新形式的自动多文档摘要。这种形式的总结的不同之处在于，最终的交流表示是围绕个人而不是围绕信息片段组织的。虽然最先进的摘要技术以提取摘要形式为主，但这种应用需要包含对群体中各个成员的见解，他们与他们的想法之间的关系，以及他们随时间的演变。PI建议管理许多预测试和后测试，以尽可能多地捕捉学生的初始和最终知识状态。多学科团队在工程教育中至关重要。这一建议解决了更大的问题，这些问题是团队学习的核心，难以观察。这一建议提出了一种新的方法来分析团队学习。这项研究可以彻底改变对多学科团队如何整合知识的理解。这项研究有可能对许多大学的工程设计课程教学产生影响，因为我们将传播技术要求和评估工具。此外，PI团队将公开整个学期的课程数据集，以便其他研究人员能够使用它来回答他们自己的相关研究问题。这项研究有可能对许多大学的工程设计课程教学产生影响。