Developing Innovative Thinking Among Undergraduates Enrolled in Large Lecture Courses

工科本科生创新思维能力的培养是设计新产品/系统、创造新服务的关键，对国民经济的发展至关重要。该项目考察了有效使用教学技术，特别是板岩技术，是否对参加大型讲座的工科本科生的创新思维能力产生了影响，并根据研究结果开发和实施了一个教学模型。所使用的方法是一种利用对照和治疗组的准实验混合方法。正在通过调查(即定量评估)和访谈、重点小组和直接观察(即定性评估)收集数据。该项目促进了对学生如何通过确定可测量和可识别的学习结果来学习创新的理解。此外，关于如何在活跃和吸引人的教育环境中使用石板启用的教学技术在本科生中最好地教授创新思维技能的信息提供了一个有用的教育模式。该模型考虑了教师采用主动和参与式学习策略的动机，这些策略利用石板支持的教学技术来发展创新思维，促进这种模型所需的基础设施(例如，无线功能、学生要求、技术支持)，以及如何评估模型的应用在多大程度上有效。该项目具有产生信息的潜力，这些信息将导致本科STEM教育的变革。

Development of innovative thinking skill among engineering undergraduates is of critical importance in designing new products/systems and creating new services, and thus is vital to the national economy. This project examines whether effective use of instructional technology, specifically slate-enabled technology, has an impact on the innovative thinking skills of engineering undergraduates enrolled in large lecture classes, and develops and implements a pedagogical model based on the findings. The methodology used is a quasi-experimental mixed method approach utilizing a control and treatment group. Data are being collected through surveys (i.e., quantitative assessment) and interviews, focus groups, and direct observation (i.e., qualitative assessment). The project advances understanding of how students learn to be innovative through determination of measurable and identifiable learning outcomes. In addition, information about how best to teach innovative thinking skills among undergraduates in an active and engaging educational environment using slate-enabled instructional technology provides a useful educational model. The model considers faculty motivation for employing active and engaging learning strategies that utilize slate-enabled instructional technology in developing innovative thinking, the infrastructure (e.g., wireless capabilities, student requirements, technology support) that is necessary to facilitate such a model, and how to assess the extent to which the employment of the model has been effective. The project has the potential to produce information that will lead to transformative change in undergraduate STEM education.