Active Learning Modules to Support Problem-Based Learning: Effects on Engineering Retention and Academic Outcomes of At-Risk Students

支持基于问题的学习的主动学习模块：对高危学生的工程保留和学业成绩的影响

• 批准号: 1725874
• 负责人: Jeremy Ernst
• 金额: $ 59.95万
• 依托单位: Virginia Polytechnic Institute and State University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2017
• 资助国家: 美国
• 起止时间: 2017-08-01 至 2018-12-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1725874&HistoricalAwards=false
• 关键词: Active; Learning; Modules; Support; Problem

In response to the Nation's need to improve the preparation of undergraduate students so they can succeed as productive members of the future STEM workforce, this project expands and explores an instructional approach that has shown promising results in increasing the success of undergraduate engineering students in an introductory course - engineering design graphics. The overarching purpose of the project is to refine a transferable active learning framework and the associated instructional resources to promote engineering persistence, academic success, and engagement. Such an instructional approach is critical and has strong implications for student persistence in engineering degree programs. The impacts of this project will include: (a) promoting the design and development of effective STEM learning and teaching knowledge and practice; (b) broadening the implementation of effective instructional practices and innovations; (c) enhancing retention of STEM students by addressing high failure rates in introductory classes; and (d) increasing the persistence of all demographic groups in the first two years of college. More specifically, the project's approach will involve the use of active performance learning modules. The investigative team will explore the factors that affect program persistence in order to create a curricular approach that will improve the student experience, particularly for at-risk students, such as female students, underrepresented minorities, and first-generation college students. The instructional approach of this project will be disseminated to other two- and four-year institutions and will include recommendations for identifying at-risk students and for improving student engagement and retention. A mixed-methods design will enable the investigative team to collect and analyze information from students related to: program persistence, self-efficacy, academic success, and engagement. The project will have implications not only for effectiveness of student learning, but also for the retention of students in engineering.

为了满足国家改善本科生准备的需要，以便他们能够成为未来STEM劳动力中富有成效的一员，该项目扩展并探索了一种教学方法，该方法在提高本科工程学生在入门课程中的成功方面取得了可喜的成果-工程设计图形。该项目的首要目的是完善可转移的主动学习框架和相关的教学资源，以促进工程持久性，学术成功和参与。这样的教学方法是至关重要的，对学生坚持工程学位课程有很强的影响。该项目的影响将包括：（a）促进设计和发展有效的STEM学习和教学知识及实践;（B）扩大有效教学实践和创新的实施;（c）通过解决入门课的高不及格率，提高STEM学生的保留率;（d）提高所有人口群体在大学前两年的持续性。更具体地说，该项目的方法将涉及使用主动业绩学习模块。调查小组将探讨影响程序持久性的因素，以创建一个课程的方法，将改善学生的经验，特别是对于有风险的学生，如女学生，代表性不足的少数民族，和第一代大学生。该项目的教学方法将传播到其他两年制和四年制院校，并将包括关于查明有风险学生和提高学生参与度和保留率的建议。混合方法设计将使调查团队能够收集和分析学生的相关信息：程序持久性，自我效能，学术成功和参与。该项目不仅对学生学习的有效性，而且对学生在工程学方面的保留也有影响。