Maximizing the Impact of Engineering Laboratory Studies to Transform Undergraduate Engineering Curriculum and Advance Student Outcomes

最大限度地发挥工程实验室研究的影响，改变本科工程课程并提高学生的成绩

• 批准号: 2337194
• 负责人: Kimberly Cook-Chennault
• 金额: $ 64.93万
• 依托单位: Rutgers University New Brunswick
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2024
• 资助国家: 美国
• 起止时间: 2024-05-01 至 2027-04-30
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2337194&HistoricalAwards=false
• 关键词: Maximizing; Impact; Engineering; Laboratory; Studies

This project aims to serve the national interest by exploring a novel approach to significantly enhancing the diversity of learners in engineering. Engineering undergraduate populations are becoming more diverse in terms of sociocultural identity, exposure to technology and preferences for teaching approaches. This IUSE Level 2 Engaged Student Learning project proposes Universal-Design Learning (UDL)-based curricular changes to undergraduate mechanical and aerospace engineering courses. The UDL framework emphasizes learning experiences that are accessible and effective for all learners, regardless of their individual differences, by considering students’ individual strengths, weaknesses, motivational factors and curricular preferences. The project will explore how laboratory curriculum design and student assessments (rooted in student strengths) can be made flexible and designed to ignite learner interest thus enhancing the quality and quantity of time students spend learning engineering concepts. The broader impact of the work is to establish a foundation for STEM instructors to create more inclusive learning environments that resonate with diverse students.UDL, defined in the Higher Education Opportunity Act of 2008 as a “scientifically valid framework for guiding educational practice,” puts the burden of change on the curriculum. By facilitating the design and implementation of a flexible, responsive curriculum, UDL offers options for how information is presented, how students respond or demonstrate their knowledge and skills, how learning is assessed and how students are engaged in learning. The goal of the project is to explore and assess student perceptions, engagement, and learning outcomes that result from modifying, using the UDL framework, three undergraduate courses within the Mechanical and Aerospace Engineering Department at Rutgers University. Investigators will also acquire insights on how the educational infrastructure of the department is transformed due to those changes. Sophomore, junior, and senior level classes will be adapted to include labs developed from a prior project that focused on development and assessment of virtual labs for a senior lab course. Research questions are posited to be investigated by a sequential mixed method and exploratory research approach. Findings will be disseminated to engineering education researchers, STEM educators, and high school students via engineering experiential learning activities, publications, presentations, and professional development workshops. This project offers a roadmap for transforming conventional engineering educational philosophy and has the potential to significantly improve access and quality of learning for diverse engineering student communities. 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.

该项目旨在通过探索一种新的方法来显着提高工程学习者的多样性，以服务于国家利益。工程本科生群体在社会文化身份、接触技术和偏好教学方法方面变得更加多样化。这个IUSE 2级学生学习项目提出了通用设计学习（UDL）为基础的课程变化，本科机械和航空航天工程课程。UDL框架通过考虑学生的个人优势、弱点、动机因素和课程偏好，强调对所有学习者都可获得和有效的学习经验，而不管他们的个体差异。该项目将探讨如何实验室课程设计和学生评估（植根于学生的优势）可以灵活，旨在点燃学习者的兴趣，从而提高学生花在学习工程概念的时间的质量和数量。这项工作的更广泛影响是为STEM教师创造更包容的学习环境奠定基础，与不同的学生产生共鸣。UDL在2008年的高等教育机会法案中被定义为“指导教育实践的科学有效框架”，将变革的负担放在课程上。通过促进设计和实施一个灵活的，响应式的课程，UDL提供了如何呈现信息的选项，学生如何回应或展示他们的知识和技能，如何评估学习以及学生如何参与学习。该项目的目标是探索和评估学生的看法，参与度和学习成果，结果从修改，使用UDL框架，在罗格斯大学机械和航空航天工程系的三门本科课程。调查人员还将深入了解该部门的教育基础设施如何因这些变化而发生变化。二年级，初中和高中级别的课程将进行调整，包括从以前的项目，专注于开发和评估虚拟实验室的高级实验室课程开发的实验室。研究问题的提出采用序贯混合方法和探索性研究方法。调查结果将通过工程体验式学习活动，出版物，演讲和专业发展研讨会传播给工程教育研究人员，STEM教育工作者和高中学生。该项目为转变传统的工程教育理念提供了路线图，并有可能显着提高不同工程学生社区的学习机会和质量。NSF IUSE：EDU计划支持研究和开发项目，以提高所有学生STEM教育的有效性。该奖项反映了NSF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。