Using a Cognitive Framework of Differentiated Overt Learning Activities (DOLA) for Designing Effective Classroom Instruction in Materials Science and Nanotechnology

该奖项由2009年美国复苏和再投资法案(公法111-5)资助。亚利桑那州立大学的工程教育研究奖将进行一项实验，以评估主动学习技术，以及如何利用这些知识开发更有效的材料工程和纳米技术课程的课堂教学。这项工作是新颖的，因为研究人员将使用一个更精细和精确的框架来描述主动学习的关键方面。这将允许开发更有效的教学材料。研究结果还将在技术会议上公布，并在专业期刊上发表。目标是通过参与现实生活中的工程问题，为学生的工程实践做好更好的准备。预计这些技术将提高学生对工程的兴趣，在接下来的几年里，这些技术的使用将增加完成工程学位并准备好填补工程工作岗位的学生人数。

This award is funded under the American Recovery and Reinvestment Act of 2009 (Public Law 111-5)This engineering education research award to Arizona State University will undertake an experiment to evaluate active learning techniques and how such knowledge can be utilized to develop more effective classroom teaching for materials engineering and nanotechnology courses. The work is novel because the investigator will use a much more refined and precise framework for characterizing the crucial aspects of active learning. This will allow development of much more effective instructional materials. The results will also be presented at technical conferences and published in professional journals. The goal is to better prepare students for the practice of engineering through involvement in real life engineering problems. These techniques are expected to increase students' interest in engineering, and in subsequent years use of these techniques will enhance the number of students who complete engineering degrees and are ready to fill engineering jobs.