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，教育学生使用“双循环学习”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，这些工作对学生在设计过程中的知识和技能进行了评估。本计画的具体目标是：（1）帮助了解学生如何学习创造开放式设计与发展反思性实践;（2）提供可应用于其他课程的教材与教学模式;（3）发展一套有效的测量学生设计过程技能与反思性实践的工具。 研究分三个阶段。 在第一阶段，正在向电气和计算机工程（ECE）的所有学生提供评估工具，以确定整个课程和计算机工程设计课程的基线性能水平。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不断改进的基础。 在每三分之一的课程之后，学生将进行过程评估，并利用结果制定改进计划。在他们的理解和使用适当的设计过程中，他们的设计工件的质量，并对他们的反思实践技能和态度的影响的变化，然后被比较的学生谁参加了课程的前一年在传统的格式。

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.