Collaborative Research: GSE/RES The Effect of Climate and Pedagogy on Persistence: A Longitudinal Study of Women in Undergraduate Engineering Programs

合作研究：GSE/RES 气候和教育学对持久性的影响：本科工程项目中女性的纵向研究

• 批准号: 0734062
• 负责人: Matthew Ohland
• 金额: $ 28.93万
• 依托单位: Purdue University
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2007
• 资助国家: 美国
• 起止时间: 2007-09-01 至 2012-02-29
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0734062&HistoricalAwards=false
• 关键词: Collaborative; Research; GSE; RES; Effect

Intellectual merit: The researchers are conducting a longitudinal, multi-institutional, and multivariate study determining how climate and pedagogy affect the persistence of women in undergraduate engineering programs. Institutional data from 1987-2004 at nine institutions granting 1/12 of the engineering bachelor's degrees awarded to women will answer the research question, "How does the persistence of women engineering students vary by race, engineering major, cohort year, and institution, and specifically, what pockets of success can be identified?" The 17-year study period makes it possible to define persistence as the six-year graduation rate in engineering, which anchors the results in the context of national persistence data. The research uses climate and pedagogy as lenses through which to view the persistence of undergraduate engineering women, leveraging the success of multiple National Science Foundation projects by studying the relationships among a significant amount of previously collected data and establishing the context of those data. A timeline of critical incidents in institutional policy and leadership, enriched by interviews gathering retrospective data from faculty and administrators, clarify the relationships of climate and pedagogy to persistence. Semi-structured interviews of students in populations in which persistence is high are used to clarify the findings. The MIDFIELD dataset includes course sections, making it possible to study the effects of critical mass among women in engineering. Broader impact: This work builds on the theoretical foundation developed in previous qualitative studies, developing a scaffold of quantitative results that can support the informed decisions of policymakers. Creating a longitudinal perspective of how climate and pedagogy affect persistence will reach multiple stakeholders at engineering institutions--speaking with the authority of large sample sizes as well as with the softer voice of individual students. The result will be a compelling story rather than a report of the result of a single study. The research team spans multiple engineering disciplines, the social sciences, and human resource development, which is ideal for diffusion to a wide audience. The leadership roles of team members in the American Society of Engineering Education, its Educational Research and Methods division, and the Institute of Electrical and Electronics Engineers Education Society, as well as affiliations with departments of Engineering Education at Purdue, Virginia Tech, and Clemson, and the National Academy of Engineering?s Center for the Advancement of Scholarship on Engineering Education, ensures broad dissemination.

智力优点：研究人员正在进行一项纵向，多机构和多变量研究，以确定气候和教学法如何影响女性在本科工程课程中的持久性。从1987年至2004年的机构数据，在9个机构授予1/12的工程学士学位授予妇女将回答研究问题，“如何持久的女性工程专业的学生不同种族，工程专业，队列年，和机构，具体来说，什么口袋的成功可以确定？“17年的学习期使我们有可能将持久性定义为工程学的六年毕业率，这将结果与国家持久性数据联系起来。该研究使用气候和教学法作为镜头，通过它来查看本科工程女性的持久性，通过研究大量先前收集的数据之间的关系，并建立这些数据的背景，利用多个国家科学基金会项目的成功。一个时间轴的关键事件在机构政策和领导，丰富的采访收集教师和管理人员的回顾性数据，澄清气候和教学的持久性的关系。半结构化访谈的学生在人口中的持久性是高的，用来澄清的结果。中场数据集包括课程部分，使得研究工程领域女性临界质量的影响成为可能。更广泛的影响：这项工作建立在以前定性研究的理论基础上，开发了一个定量结果的支架，可以支持决策者的明智决策。创建一个关于气候和教学法如何影响持久性的纵向视角，将触及工程机构的多个利益相关者--用大样本量的权威和学生个人的柔和声音说话。其结果将是一个令人信服的故事，而不是一个单一的研究结果的报告。研究团队跨越多个工程学科，社会科学和人力资源开发，这是理想的扩散到广大观众。团队成员在美国工程教育协会、其教育研究和方法部门、电气和电子工程师教育协会以及与普渡大学、弗吉尼亚理工大学和克莱姆森的工程教育部门和国家工程学院的联系中的领导作用？工程教育奖学金促进中心，确保广泛传播。