Can Students Use Assessment-based Double-loop Learning to Improve Their Design Skills?

计算机工程（32）这是一个概念验证项目，旨在教育学生使用“双环学习”来提高他们的自我调节学习（SRL）技能，从而提高他们的学习能力和设计技能。这项研究建立在NSF资助的早期工作的基础上，该工作开发了对学生在设计过程中的知识和技能的评估。该项目的具体目标是：(1)有助于理解学生如何学习创建开放式设计和开展反思性实践，(2)提供可应用于其他课程的材料和教学模型，以及(3)开发一种有效的工具来衡量学生的设计过程技能和反思性实践。这项研究分为三个阶段。在第一阶段，正在向所有电气和计算机工程专业的学生提供评价工具，以确定整个课程和计算机工程设计课程的基准成绩水平。在第二阶段，正在修订初级计算机工程设计课程，以便学生使用过程评估作为持续改进的基础。每三分之一的课程结束后，学生将进行过程评估，并根据评估结果制定改进计划。他们对适当的设计过程的理解和使用的变化，他们的设计作品的质量，以及对他们反思实践技能和态度的影响，然后与上一年以传统形式参加课程的学生进行比较。

Computer Engineering (32)This is a proof of concept project that is educating students in the use of "double-loop learning" to improve their self-regulated learning (SRL) skills and thereby increase their learning capacity and their design skills. The study builds on earlier work funded by NSF that developed assessments of students' knowledge and skill in the design process. The specific objective of this project are: (1) to contribute to the understanding of how students learn to create open-ended designs and develop reflective practice, (2) to provide materials and an instructional model that can applied to other courses, and (3) to develop a validated instrument for measuring students' design process skill and reflective practice. The study has three phases. In the first phase the assessment instrument is being given to all students enrolled in electrical and computer engineering (ECE) to establish baseline performance levels both across the curriculum and in the computer engineering design courses. In the second phase, the junior-level computer engineering design course is being revised so that students use the process assessments as a basis for continuous improvement. After each third of the course, students will take the process assessments and use the results to devise improvement plans. The change in their understanding and use of appropriate design process, the quality of their design artifacts, and the impact on their reflective practice skills and attitudes is then being compared to that of students who took the course the previous year in the traditional format.