Motivation, self-direction, and competency development: A new toolkit for 21st century undergraduate engineers

动机、自我指导和能力发展：21 世纪本科工程师的新工具包

• 批准号: 0736595
• 负责人: Jonathan Stolk
• 金额: $ 14.94万
• 依托单位: Franklin W. Olin College of Engineering
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2008
• 资助国家: 美国
• 起止时间: 2008-06-15 至 2012-05-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0736595&HistoricalAwards=false
• 关键词: Motivation; self; direction; competency; development

Engineering - Other (59)This project is investigating the connections between two pedagogical approaches, increased student autonomy and disciplinary integration, and the desired improvement of student motivation, competency development, and self-directed learning abilities in an undergraduate engineering environment. The project is leveraging a previously developed integrated course block, titled Paul Revere: Tough as Nails, that combines material science and history of technology topics, and examining pedagogical issues rather than course content. The research is answering the following four questions: Do integrated and self-directed project environments increase student motivation? Do disciplinary integration and autonomy in projects foster students' development as self-directed learners? Does disciplinary integration increase broad competency development or technical performance? Do integration and learner autonomy produce gender-specific changes in motivation, attitudes, self-perceptions, competency development, and self-directed learning? The results from this research project are being widely disseminated to a diverse audience through active collaborations, workshops, and publications.

工程-其他（59）该项目正在调查两种教学方法，增加学生的自主性和学科整合，以及学生的动机，能力发展和自我导向的学习能力在本科工程环境中的预期改善之间的联系。该项目是利用以前开发的综合课程块，题为保罗里维尔：坚韧的指甲，结合材料科学和技术的主题历史，并检查教学问题，而不是课程内容。研究回答了以下四个问题：综合和自我导向的项目环境是否会提高学生的学习动机？学科整合和项目自主性是否能促进学生作为自主学习者的发展？学科整合是否会提高广泛的能力发展或技术绩效？整合和学习者自主性是否会在动机、态度、自我认知、能力发展和自我导向学习方面产生性别差异？该研究项目的成果正在通过积极的合作、讲习班和出版物向不同的受众广泛传播。