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

智力优势：研究人员正在进行一项纵向、多机构、多变量的研究，以确定气候和教学方式如何影响女性在本科工程专业的持久性。从1987年到2004年，九所院校授予1/12工程学士学位的院校数据？授予女性的5个学位将回答这个研究问题：女性工程专业学生的坚持是如何因种族、工程专业、年级和机构而变化的，特别是，哪些成功可以被确定？17年的研究周期使得将持久性定义为工程专业6年毕业率成为可能，这将结果固定在国家持久性数据的背景下。该研究以气候和教育学为视角，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，来观察工科本科女性的坚持。机构政策和领导中的关键事件的时间表，通过采访收集教师和管理人员的回顾性数据来丰富，阐明了气候和教学法与持久性的关系。对持久性高的人群中的学生进行了半结构化访谈，以澄清研究结果。中场数据集包括课程部分，使得研究临界质量对工程女性的影响成为可能。更广泛的影响：这项工作建立在以往定性研究的理论基础之上，开发了一个定量结果的框架，可以支持决策者的明智决策。创建气候和教学方法如何影响持久性的纵向视角，将触及工程院校的多个利益相关者——既要有大样本的权威，也要有学生个人更柔和的声音。结果将是一个引人注目的故事，而不是单一研究结果的报告。研究团队横跨多个工程学科、社会科学和人力资源发展，这是向广泛受众传播的理想选择。团队成员在美国工程教育学会、其教育研究和方法部门、电气和电子工程师教育学会、以及普渡大学、弗吉尼亚理工大学和克莱姆森大学工程教育系和美国国家工程院的领导角色？工程教育奖学金促进中心，确保广泛传播。

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.