IUSE: Exploration of Journaling to Assess Design Learning

IUSE：通过日记来评估设计学习的探索

• 批准号: 1504964
• 负责人: Linda Schmidt
• 金额: $ 24.86万
• 依托单位: University of Maryland, College Park
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2015
• 资助国家: 美国
• 起止时间: 2015-09-01 至 2018-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1504964&HistoricalAwards=false
• 关键词: IUSE; Exploration; Journaling; Assess; Design

This Improving Undergraduate STEM Education (IUSE) project will help enhance the ability of undergraduate engineering students to develop and document their new ideas during the design process and will also help engineering faculty to assess and evaluate the ability of students to generate and develop design ideas. In the United States the development of new inventions is considered a critical element in creating new industries and jobs, thus improving local and national economies. However, at present, engineering education does not have well-recognized methods to measure student ideation ability. Scores from regular course homework and exams which comprise a traditional assessment of ideation learning are not strongly linked to competence in generating and developing ideas for engineering designs. The project focuses on development of design journaling practices as a means to improve idea generation ability in the context of engineering design projects. Methods and metrics through which faculty can analyze and evaluate design journal entries will also be developed.Design journalizing is generally recognized as an effective method to develop and record ideas related to the development of technological artifacts and systems. Many celebrated inventors throughout history maintained extensive and detailed design journals. However, engineering students today are generally disinclined to engage in effective journaling during design projects. This work will help to develop design journaling practices that engage students and provide effective learning experiences. In addition, journaling assessment practices will be developed so that design instructors can provide timely and effective design feedback and input, especially during the ideation process. The research questions examined in this project include: in what ways can journaling be used in design courses to effectively assess individual ideation performance and learning in both individual and team design scenarios; how do design journal entries reflect the level of design engagement for an individual during a team ideation process; and do variations such as different learning style approaches predict variations in student journaling behavior in a design course? Design is a universal skill needed by engineers and the results from this project will improve the ability of students to create and document designs and faculty ability to assess design learning. The project includes efforts to communicate the results of this work to the broader engineering education community.

这个改善本科生 STEM 教育 (IUSE) 项目将有助于提高本科工程专业学生在设计过程中开发和记录新想法的能力，还将帮助工程学院评估和评估学生产生和开发设计想法的能力。 在美国，新发明的开发被认为是创造新产业和就业机会、从而改善地方和国家经济的关键因素。 然而，目前工程教育还没有公认的方法来衡量学生的思维能力。常规课程作业和考试的分数构成了传统的构思学习评估，与生成和开发工程设计创意的能力没有很强的联系。 该项目的重点是开发设计日志实践，作为提高工程设计项目中创意生成能力的一种手段。 还将开发教师分析和评估设计日记条目的方法和指标。设计日记通常被认为是开发和记录与技术制品和系统开发相关的想法的有效方法。 历史上许多著名的发明家都保留了广泛而详细的设计期刊。然而，如今的工程专业学生通常不愿意在设计项目期间进行有效的日记。这项工作将有助于开发设计日记实践，吸引学生并提供有效的学习体验。此外，还将开发日记评估实践，以便设计讲师能够提供及时有效的设计反馈和输入，特别是在构思过程中。该项目研究的研究问题包括：如何在设计课程中使用日记来有效评估个人和团队设计场景中的个人构思表现和学习； 设计日记条目如何反映个人在团队构思过程中的设计参与水平；不同的学习风格方法等变化是否可以预测设计课程中学生日记行为的变化？设计是工程师所需的通用技能，该项目的结果将提高学生创建和记录设计的能力以及教师评估设计学习的能力。该项目包括将这项工作的成果传达给更广泛的工程教育界。