Enhancing Engineering Students’ Ability to Think Deeply about their Learning Through Formal and Continuous Reflection

提高工科学生通过正式和持续的反思深入思考学习的能力

• 批准号: 2235227
• 负责人: Heidi Diefes-Dux
• 金额: $ 59.77万
• 依托单位: University of Nebraska-Lincoln
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2023
• 资助国家: 美国
• 起止时间: 2023-07-15 至 2026-06-30
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2235227&HistoricalAwards=false
• 关键词: Enhancing; Engineering; Students; Ability; Think

This project aims to serve the national interest by improving engineering students' ability to reflect deeply on their learning. An ability to reflect is a necessary workforce skill. It helps one to learn on their own at work. It is needed for U.S. innovation and economic competitiveness. This project is significant because it focuses on investigating the use of reflection activities across entire engineering degree programs. Engineering teachers will be trained to create and use reflection activities in their classrooms. Practical teacher resources to build reflective capacity will be created. One target outcome is students with a well-developed ability to use reflection to guide their learning as they do engineering work. A second outcome sought is a change in engineering teaching practices.The goal of the project is to investigate how purposefully embedded student reflection, supported by a consistent framework, across a degree program, impacts students’ metacognitive strategies as an indicator of preparation for workplace learning. This project is significant because of its focus on the impact of formal and continuous reflection on students’ development of metacognitive strategies over time through theory-based analysis of students’ reflections rather than relying solely on quantitative measures of students’ perceptions. The overall research questions are: What is the impact of the theory-driven integration of reflection across engineering curricula on students’ metacognitive regulatory abilities? How does the integration of reflection activities impact instructional team members’ beliefs about reflection in engineering education and teaching and learning beliefs? The research questions will be addressed through four project aims: (1) co-design reflection integration strategies appropriate for different course types, academic levels, and desired learning outcomes, (2) illuminate the longitudinal development of metacognitive strategies that students use across an engineering curriculum, (3) explore instructional team experiences with reflection integration, and (4) co-develop practical resources for engineering course- and program-level integration of reflection. These aims will be accomplished through quantitative and qualitative data collection methods including student reflections and surveys as well as instructional team interviews. Dissemination of the project results is intended to lay groundwork for institutional improvement in STEM education. Project dissemination includes research venues (e.g., conferences, archival journals) and research-to-practice venues (e.g., engineering discipline conferences). The NSF IUSE:EDU Program supports research and development projects to improve the effectiveness of STEM education for all students. Through the Engaged Student Learning track, the program supports the creation, exploration, and implementation of promising practices and tools.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

该项目旨在通过提高工程专业学生深入思考学习的能力来为国家利益提供服务。反思能力是必要的劳动力技能。它有助于一个人自己学习。美国创新和经济竞争力是必需的。该项目之所以重要，是因为它重点是调查整个工程学位课程中反思活动的使用。工程老师将接受培训，以在其教室中创建和使用反思活动。将创建实用的教师资源来建立反思能力。一个目标结果是具有完善能力的学生在进行工程工作时指导学习的能力。第二种结果是工程教学实践的变化。该项目的目的是研究如何有目的地嵌入学生的反思，并在学位课程中得到一致的框架的支持，影响学生的元认知策略，以表明工作场所学习的准备。该项目之所以重要，是因为它专注于正式和持续反思对学生通过基于理论的学生思考的分析，而不是仅依靠学生看法的定量衡量标准，对学生对元认知策略的发展的影响。总体研究问题是：在工程课程中以理论驱动的反思整合对学生的元认知调节能力的影响是什么？反思活动的整合如何影响教学团队成员对工程教育和教学信念反思的信念？ The research questions will be addressed through four project aims: (1) co-design reflection integration strategies appropriate for different course types, academic levels, and desired learning outcomes, (2) illuminate the longitudinal development of metacognitive strategies that students use across an engineering curriculum, (3) explore instructional team experiences with reflection integration, and (4) co-develop practical resources for engineering course- and program-level integration of 反射。这些目标将通过定量和定性数据收集方法（包括学生的思考和调查以及教学团队访谈）来实现。项目结果的传播旨在为STEM教育的机构改善奠定基础。项目传播包括研究场所（例如，会议，档案期刊）和研究场所（例如工程学科会议）。 NSF IUSE：EDU计划支持研发项目，以提高所有学生STEM教育的有效性。通过敬业的学生学习轨道，该计划支持有希望的实践和工具的创建，探索和实施。该奖项反映了NSF的法定任务，并通过使用基金会的知识分子优点和更广泛的影响评估标准来评估诚实的支持。