Learning Map Framework to Align Instruction and Improve Student Learning in STEM Course Sequences

学习地图框架可协调 STEM 课程序列中的教学并改善学生的学习

• 批准号: 2315492
• 负责人: Courtney Giles
• 金额: $ 39.88万
• 依托单位: University of Vermont & State Agricultural College
• 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: 2023-10-15 至 2026-09-30
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2315492&HistoricalAwards=false
• 关键词: Learning; Map; Framework; Align; Instruction

The aim of this project is to improve academic outcomes for undergraduate engineering students through an instructional design approach that aligns learning outcomes, assessments, and instructional materials across STEM course sequences. The project plans to support successful completion of engineering degrees by increasing students' mastery of prerequisite course topics and application of fundamental concepts in subsequent engineering courses. This project will use an instructional design approach called the Learning Map (LMap) process to accomplish the project goals. The results of this project will include publicly available instructional materials, a database of concept inventories for a typical STEM course sequence (Introductory Physics, Statics, and Dynamics), and course activities to cultivate broader engineering student interest in STEM concepts and applications. The products of the research will be disseminated widely by collaborating with the national Concept Warehouse to give faculty and students access to collections of validated STEM problems and tests. Meeting the project goals is important for student success and persistence in undergraduate engineering degree programs, as well as for reducing the need for remedial coursework which is a known barrier to student persistence in STEM degrees. If successful, the proposed framework will provide strategies to improve student learning, degree completion, and workforce preparation, while contributing to the retention of students in STEM career pathways. The project intends to address a common issue in undergraduate engineering education - mismatch between the desired learning outcomes and the learning assessments in prerequisite course sequences causing reduced learning and retention of knowledge. The main objectives are to (1) develop an instructional design framework based on the Learning Map process, (2) create measures to assess the impacts of the framework on student learning and instructor experience, (3) pilot the framework in the Introductory Physics - Statics - Dynamics course sequence at the University of Vermont, and (4) share the revised framework and study results with the broader STEM education community. The proposed LMap process is based on the Analysis, Design, Development, Implementation, Evaluation (ADDIE) and the Backward Design methodologies and extends them to course sequences by analyzing learning goals for engineering courses and aligning them with outcomes from prerequisite courses. The research systematically analyzes the effectiveness of the LMap process by assessing knowledge transfer across paired course sequences using summative evaluations of learning with pre- and post-tests. Once validated, the LMap framework can be applied to other engineering prerequisite courses in mathematics, chemistry, and computer science. The research project will be evaluated by an external assessment expert, and the products of the research will be disseminated widely using the Concept Warehouse. The project team will initiate a network of LMap practitioners for broadening the improvement of student experiences in STEM courses required in engineering programs. This project is jointly funded by the Improving Undergraduate STEM Education (IUSE) program and the Established Program to Stimulate Competitive Research (EPSCoR) program.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.

该项目的目的是通过一种教学设计方法，使STEM课程序列的学习成果、评估和教学材料保持一致，从而提高工科本科学生的学术成果。该项目计划通过提高学生对先决课程主题的掌握以及在后续工程课程中对基本概念的应用来支持成功完成工程学位。本项目将使用一种称为学习地图（LMap）过程的教学设计方法来完成项目目标。该项目的成果将包括公开可用的教学材料、典型STEM课程序列（物理学、静力学和动力学入门）的概念清单数据库，以及培养工科学生对STEM概念和应用更广泛兴趣的课程活动。研究成果将通过与国家概念仓库合作广泛传播，使教师和学生能够访问经过验证的STEM问题和测试集。满足项目目标对于学生在本科工程学位课程中的成功和坚持非常重要，同时也有助于减少对补习课程的需求，而补习课程是学生坚持学习STEM学位的一个已知障碍。如果成功，提议的框架将提供改善学生学习、学位完成和劳动力准备的策略，同时有助于学生留在STEM职业道路上。该项目旨在解决本科工程教育中的一个常见问题——预修课程中期望的学习成果与学习评估之间的不匹配，导致学习和知识保留减少。主要目标是：(1)开发一个基于学习地图过程的教学设计框架，(2)创建措施来评估该框架对学生学习和教师经验的影响，(3)在佛蒙特大学的入门物理-静力学-动力学课程序列中试点该框架，以及(4)与更广泛的STEM教育界分享修订后的框架和研究结果。提出的LMap过程基于分析、设计、开发、实施、评估（ADDIE）和向后设计方法，并通过分析工程课程的学习目标并将其与先决课程的结果相一致，将其扩展到课程序列。本研究采用前后测试的总结性学习评价方法，通过对成对课程序列的知识迁移进行评估，系统地分析了LMap过程的有效性。经过验证后，LMap框架可以应用于数学、化学和计算机科学等其他工程先决条件课程。研究项目将由外部评估专家进行评估，研究成果将通过概念仓库广泛传播。项目团队将启动LMap实践者网络，以扩大工程项目所需的STEM课程的学生体验。本项目由改善本科STEM教育（IUSE）计划和促进竞争研究（EPSCoR）计划共同资助。该奖项反映了美国国家科学基金会的法定使命，并通过使用基金会的知识价值和更广泛的影响审查标准进行评估，被认为值得支持。