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

该项目的目的是通过教学设计方法来提高本科工程专业学生的学术成果，该方法使学习成果，评估和教学材料在STEM课程序列中保持一致。该项目计划通过提高学生对先决课程主题的掌握和在随后的工程课程中应用基本概念来支持顺利完成工程学位。 这个项目将使用一种称为学习地图（LMap）过程的教学设计方法来实现项目目标。该项目的成果将包括公开可用的教学材料，一个典型的STEM课程序列（入门物理，静力学和动力学）的概念库存数据库，以及课程活动，以培养更广泛的工程学生对STEM概念和应用的兴趣。该研究的产品将通过与国家概念仓库合作广泛传播，使教师和学生能够获得经验证的STEM问题和测试的集合。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，同时也可以减少对补救课程的需求，这是学生坚持STEM学位的一个已知障碍。如果成功，拟议的框架将提供战略，以改善学生的学习，学位完成和劳动力准备，同时有助于学生在STEM职业道路的保留。该项目旨在解决本科工程教育中的一个常见问题--所需的学习成果与先决课程序列中的学习评估之间的不匹配，导致知识的学习和保留减少。主要目标是（1）开发基于学习地图过程的教学设计框架，（2）创建评估框架对学生学习和教师体验的影响的措施，（3）在佛蒙特大学的物理-静力学-动力学入门课程序列中试点框架，以及（4）与更广泛的STEM教育界分享修订后的框架和研究成果。建议的LMap过程是基于分析，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，并将其与先决条件课程的结果对齐，将其扩展到课程序列。本研究系统地分析了LMap过程的有效性，通过评估配对课程序列的知识转移，使用总结性的学习评价与前，后测试。一旦经过验证，LMap框架可以应用于数学，化学和计算机科学的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，研究成果将利用概念数据库广泛传播。该项目团队将启动一个LMap从业者网络，以扩大工程项目所需的STEM课程的学生体验的改善。 该项目由改善本科生STEM教育（IUSE）计划和刺激竞争研究的既定计划（EPSCoR）计划共同资助。该奖项反映了NSF的法定使命，并通过使用基金会的智力价值和更广泛的影响审查标准进行评估，被认为值得支持。

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.