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

为了响应国家改善本科生的准备，使他们能够成为未来STEM劳动力的生产性成员的需要，该项目扩展和探索了一种教学方法，该方法在提高本科工程专业学生在工程设计图学入门课程中的成功方面取得了令人振奋的结果。该项目的主要目的是完善可转移的主动学习框架和相关的教学资源，以促进工程的坚持性、学术成功和参与度。这样的教学方法是至关重要的，并对学生在工程学位课程中的坚持不懈有着强烈的影响。该项目的影响将包括：(A)促进设计和开发有效的STEM学习和教学知识和实践；(B)扩大有效的教学做法和创新的实施；(C)通过解决入门课程的高不合格率问题，加强STEM学生的留存；(D)提高所有人口群体在大学头两年的持久性。更具体地说，该项目的方法将涉及使用积极的绩效学习模块。调查小组将探索影响项目持久性的因素，以创建一种将改善学生体验的课程方法，特别是针对高危学生，如女学生、代表性不足的少数族裔和第一代大学生。这一项目的教学方法将传播给其他两年制和四年制院校，并将包括关于识别有风险的学生以及改善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从学生那里收集和分析与以下方面相关的信息：项目持久性、自我效能、学业成功和参与度。该项目不仅对学生学习的有效性有影响，而且对留住学生的工程学专业也有影响。

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.