IUSE: A Pedagogical Framework for Undergraduate Project-Based Engineering Design Courses

IUSE：基于项目的本科工​​程设计课程的教学框架

• 批准号: 1524902
• 负责人: Conor Walsh
• 金额: $ 60万
• 依托单位: Harvard University
• 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 2019-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1524902&HistoricalAwards=false
• 关键词: IUSE; Pedagogical; Framework; Undergraduate; Project

This Improving Undergraduate STEM Education (IUSE) project will develop a framework to guide the design, evaluation, and improvement of project-based engineering design courses. Engineering courses involving design projects are increasingly of interest to educators setting curricula for undergraduate engineering programs. Design projects improve students' problem solving abilities. However, much variation exists in how projects are implemented and existing guidelines are limited. This is due, in part, to the non-traditional and open-ended nature of these courses when compared to typical engineering courses. Currently guidelines are also hindered by a lack of research aimed at aligning educational practice with learning theories and results from research on the cognitive processes involved in design. The research will result in a general framework and data collection tools intended to guide engineering schools in making improvements in undergraduate project-based design courses. Results of this project will help improve the ability of engineering students to design innovative systems and processes to meet consumer needs. Continued innovation in science and engineering is vital to national security, economic growth, and achieving a sustainable society.The project will develop a framework that addresses three problematic aspects of engineering design projects: the need for process-related, context-specific coaching to help students acquire the procedural knowledge required for successful design; a lack of access to detailed documentation of prior designs, which students need to demonstrate an ability to transfer knowledge; and a related lack of access to engineering communities of practice, with whom students must engage to learn both the technical and social aspects of design knowledge. To define a general pedagogical framework for engineering design, it is necessary to gather data from large numbers of students and educators in a variety of courses and contexts. To achieve this, new methods and online instruments will be developed for evaluating the efficacy of different learning environments. The research embedded in this project will yield insights into the processes followed by novice designers and the types of coaching required to improve learners' procedural knowledge, the ways in which learners interact with prior designs and engineering communities of practice, and the effects these interactions have upon their design knowledge. This latter contribution is especially important given the increased availability of open source technology and related online communities of practice. The project includes efforts to disseminate the results of this work to the broader engineering education community.

这项改进的本科STEM教育（IUSE）项目将开发一个框架，以指导基于项目的工程设计课程的设计，评估和改进。涉及设计项目的工程课程越来越引起教育工作的兴趣，为本科工程课程设置课程。 设计项目改善了学生解决问题的能力。但是，如何实施项目和现有准则有限。 与典型的工程课程相比，这部分归因于这些课程的非传统和开放性质。 目前，由于缺乏研究教育实践与学习理论和研究所涉及的认知过程的研究的结果，旨在使教育实践保持一致的研究也阻碍了指南。这项研究将导致一般框架和数据收集工具，旨在指导工程学校改进基于项目的设计课程。 该项目的结果将有助于提高工程学生设计创新系统和流程以满足消费者需求的能力。科学和工程领域的持续创新对于国家安全，经济增长和实现可持续社会至关重要。该项目将开发一个框架，该框架解决工程设计项目的三个问题方面：对过程相关的，特定于上下文的教练的需求，以帮助学生获得成功设计所需的程序知识；缺乏获得先前设计的详细文档的访问权限，学生需要证明转移知识的能力；以及缺乏进入工程社区的实践社区，学生必须与他们一起学习设计知识的技术和社会方面。 为了定义工程设计的一般教学框架，有必要在各种课程和环境中收集大量学生和教育者的数据。为此，将开发新的方法和在线工具来评估不同学习环境的功效。该项目中嵌入的研究将对新手设计师的过程进行见解，以及提高学习者的程序知识所需的教练类型，学习者与先前的设计和工程实践社区互动的方式以及这些互动对他们的设计知识的影响。考虑到开源技术和相关在线实践社区的可用性越来越高，后者的贡献尤其重要。该项目包括将这项工作结果传播给更广泛的工程教育社区的努力。