The Privilege of Student, Experiential Learning, Engineering Competition Teams (SELECT)

学生的特权、体验式学习、工程竞赛团队（精选）

• 批准号: 1068453
• 负责人: Susan Walden
• 金额: $ 149.78万
• 依托单位: University of Oklahoma Norman Campus
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2011
• 资助国家: 美国
• 起止时间: 2011-09-15 至 2017-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1068453&HistoricalAwards=false
• 关键词: Privilege; Student; Experiential; Learning; Engineering

This STEP Type 2 project is a study that identifies and examines the factors that contribute to differential levels of student participation in student engineering competitions. Generally, engineering faculty and industry representatives have positive views towards Student, Experiential Learning, Engineering Competition Teams (SELECT) that are sponsored by professional engineering societies. These national competitions offer students the opportunity to develop technical engineering skills, teamwork skills, and other non-technical professional skills through designing and building projects and testing their performance. For example, professional organizations sponsor competitions that require students to solve problems associated with building vehicles for challenging terrains or building devices out of specified materials that can perform specific tasks. These competitions are designed to foster innovative thinking, the application of engineering principles, and professional skills through solving open-ended, constrained problems. While the numbers of students participating in these types of competitions have increased over the years, participation by students from traditionally underrepresented groups remains disproportionately low when compared to the demographics of students enrolled in engineering programs. This study identifies and examines the underlying beliefs, assumptions, policies, and practices contributing to cultures of inclusion and/or exclusion in these team competitions. The study is guided by a theoretical framework that suggests that underlying social motivations (e.g., power, ideology, maintenance of the status quo) and mechanisms (e.g., political, economic, language) shape social relationships in institutions. The mixed-qualitative study investigates the following question, What factors contribute to cultures of inclusion or exclusion within Student, Experiential Learning, Engineering Competition Teams? The research team hypothesizes that the most significant factors contributing to team cultures of inclusion or exclusion fall into several general categories: extrinsic influences, group dynamics, and individual attributes, motivators, and agency.

这个STEP 2型项目是一项研究，确定和检查有助于学生参与学生工程竞赛的不同水平的因素。 一般来说，工程教师和行业代表对学生，体验式学习，工程竞赛团队（SELECT）由专业工程学会赞助的积极看法。 这些全国性的比赛为学生提供了通过设计和建造项目并测试其性能来发展技术工程技能，团队合作技能和其他非技术专业技能的机会。 例如，专业组织赞助比赛，要求学生解决与建造车辆有关的问题，以适应具有挑战性的地形，或用特定的材料建造可以执行特定任务的设备。 这些比赛旨在通过解决开放式的、受约束的问题来培养创新思维、工程原理的应用和专业技能。 虽然参加这些类型的比赛的学生人数多年来有所增加，但与参加工程项目的学生人口统计数据相比，传统上代表性不足的群体的学生的参与率仍然不成比例地低。 本研究确定和检查的基本信念，假设，政策和做法，有助于文化的包容性和/或排斥在这些团队比赛。 该研究以一个理论框架为指导，该框架表明，潜在的社会动机（例如，权力、意识形态、维持现状）和机制（例如，政治、经济、语言）塑造机构中的社会关系。 混合定性研究探讨了以下问题，什么因素有助于包容或排斥文化的学生，体验式学习，工程竞赛团队？ 研究小组假设，最重要的因素，促进团队文化的包容性或排斥性分为几个一般类别：外在影响，群体动力，和个人属性，激励因素和代理。