CAREER: Empowering students to be adaptive decision-makers

这个项目的目的是帮助学生学会做出学术决定，从而取得成功。它包含实践性（确定学生在特定课程中实际采取的途径）和理论性（理解自我调节的学习和决策如何影响现实生活中的选择）两部分。这项研究将广泛影响美国工程项目的决策方式。这个项目的独特之处在于，它不仅为其他研究人员打包了研究成果，而且为学生直接使用。将开发一个在线学术仪表板，帮助学生利用研究成果，让他们掌握自己教育的主动权。预计这些技能将特别有利于来自成绩较差的高中的学生，他们以前从未在学业上受到过挑战。最终的结果将是，学生们能够自我调节自己的决策过程，选择最有可能通向成功的道路，并做出适应性的日常选择，帮助他们实现目标。最终，这项工作将为那些难以驾驭工程课程的学生提供更多的机会，从而形成一个更加多样化的工程毕业生群体。本项目旨在促进对工程学学术途径、成就和自我调节的理解。那些坚持主修某一专业但从未顺利毕业的学生尤其值得关注。初步研究表明，在校时间最长但没有毕业的学生也最不可能换专业。该项目采用多方面的方法，通过自我调节的视角来研究和帮助那些坚持但没有进步的学生，特别关注决策和自我调节学习的自我调节模式。研究目标是：1)确定最终导致辍学的课程特定的成就模式，以及可能导致成功的相应替代路径；2)提高对工程专业学生自我调节模式和结果的认识。教育目标是开发课程和建议材料，帮助学生学习如何通过情境活动和故事提示有效地自我调节他们的决策过程。

Empowering Students to be Adaptive Decision-Makers The objective of this project is to help students learn to make academic decisions that lead to success. It contains components that are both practical (identifying pathways that students actually take in a particular curriculum) and theoretical (understanding how self-regulated learning and decision making affect real-life choices). The research will broadly impact the way that policy decisions are made in engineering programs across the US. This project is unique in that it packages the research findings not only for other researchers, but for direct student use. An online Academic Dashboard will be developed to help students leverage the research results and put them in the driver's seat of their education. It is expected that these skills will be especially beneficial for students from low-performing high schools who have never been challenged academically before. The end result will be students who self-regulate their decision making process to choose paths that are most likely to lead to success and make adaptive daily choices that help them achieve their goals. Ultimately the work will lead to a more diverse group of engineering graduates by expanding the opportunities for students who have difficulty navigating the engineering curriculum.This project seeks to advance understanding of academic pathways, achievement, and self-regulation in engineering. Students who persist in a major but never progress to graduation are of particular interest. Preliminary work has shown that the students who remain in college the longest without graduating are also the least likely to change majors. The project employs a multi-faceted approach to both study and assist these students who persist but do not progress through the lens of self-regulation, with particular focus on the self-regulation model of decision making and self-regulated learning. The research goals are to: 1) identify curriculum-specific patterns of achievement that eventually lead to dropout as well as corresponding alternative paths that could lead to success and 2) advance knowledge of self-regulation patterns and outcomes in engineering students. The education goals are to develop curricula and advising materials that help students learn how to effectively self-regulate their decision processes through contextual activities and story prompting.