CAREER: Empowering students to be adaptive decision-makers

让学生成为适应性决策者这个项目的目标是帮助学生学会做出通向成功的学术决策。它包含既实用(确定学生在特定课程中实际采取的路径)和理论(理解自我调节学习和决策如何影响现实生活选择)的组成部分。这项研究将广泛影响美国各地工程项目的决策方式。这个项目的独特之处在于，它不仅将研究结果打包，供其他研究人员使用，还供学生直接使用。将开发一个在线学术仪表盘，帮助学生利用研究成果，将他们放在教育的驾驶座上。预计这些技能将对来自表现不佳的高中的学生特别有益，这些学生以前从未在学业上受到挑战。最终的结果将是学生自我调节自己的决策过程，选择最有可能通向成功的道路，并做出适应性的日常选择，帮助他们实现目标。最终，这项工作将通过扩大那些在工程课程中遇到困难的学生的机会，使工程专业毕业生群体更加多样化。该项目旨在增进对工程领域学术道路、成就和自我调节的理解。那些坚持专业，但毕业前从未进步的学生尤其令人感兴趣。初步研究表明，未毕业时间最长的学生也是最不可能转行的学生。该项目采用多方面的方法来学习和帮助这些坚持但没有通过自我调节的镜头取得进步的学生，特别关注决策和自我调节学习的自我调节模式。研究的目标是：1)确定最终导致辍学的特定课程的成就模式，以及相应的可能导致成功的替代途径；2)增进对工科学生自我调节模式和结果的了解。教育目标是开发课程和建议材料，帮助学生学习如何通过情景活动和故事提示有效地自我调节他们的决策过程。

Empowering Students to be Adaptive Decision-Makers The objective of this project is to help students learn to make academic decisions that lead to success. It contains components that are both practical (identifying pathways that students actually take in a particular curriculum) and theoretical (understanding how self-regulated learning and decision making affect real-life choices). The research will broadly impact the way that policy decisions are made in engineering programs across the US. This project is unique in that it packages the research findings not only for other researchers, but for direct student use. An online Academic Dashboard will be developed to help students leverage the research results and put them in the driver's seat of their education. It is expected that these skills will be especially beneficial for students from low-performing high schools who have never been challenged academically before. The end result will be students who self-regulate their decision making process to choose paths that are most likely to lead to success and make adaptive daily choices that help them achieve their goals. Ultimately the work will lead to a more diverse group of engineering graduates by expanding the opportunities for students who have difficulty navigating the engineering curriculum.This project seeks to advance understanding of academic pathways, achievement, and self-regulation in engineering. Students who persist in a major but never progress to graduation are of particular interest. Preliminary work has shown that the students who remain in college the longest without graduating are also the least likely to change majors. The project employs a multi-faceted approach to both study and assist these students who persist but do not progress through the lens of self-regulation, with particular focus on the self-regulation model of decision making and self-regulated learning. The research goals are to: 1) identify curriculum-specific patterns of achievement that eventually lead to dropout as well as corresponding alternative paths that could lead to success and 2) advance knowledge of self-regulation patterns and outcomes in engineering students. The education goals are to develop curricula and advising materials that help students learn how to effectively self-regulate their decision processes through contextual activities and story prompting.