Understanding Diverse Pathways: Disciplinary Trajectories of Engineering Students

了解多样化的途径：工科学生的学科轨迹

• 批准号: 1129383
• 负责人: Susan Lord
• 金额: $ 19.82万
• 依托单位: University of San Diego
• 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: 2011-09-01 至 2016-12-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1129383&HistoricalAwards=false
• 关键词: Understanding; Diverse; Pathways; Disciplinary; Trajectories

This engineering education research project seeks to use a large, existing data set to help understand why some engineering disciplines attract more women and under-represented groups than others. In recognizing that different populations respond differently to programs, recruiting, and perceptions, this study can help us understand why students from different groups have different success rates for earning degrees in various engineering disciplines. The results of this study can better inform policy decisions aimed at recruiting and retaining students in engineering programs, and thus impact the engineering workforce.The broader significance and importance of this project is by looking at data on large numbers of students from multiple institutions, the researchers can begin to understand how different groups experience college differently and how this impacts their success in obtaining an engineering degree. By basing the analysis on historical data, the study can potentially identify and help correct misconceptions about which groups of students succeed in engineering programs, and thus better engineer recruitment and retention efforts already underway at colleges to become more effective and efficient.

这个工程教育研究项目旨在使用一个大型的，现有的数据集，以帮助理解为什么一些工程学科吸引更多的妇女和代表性不足的群体比其他人。 在认识到不同人群对项目、招聘和看法的反应不同的同时，这项研究可以帮助我们理解为什么来自不同群体的学生在不同工程学科获得学位的成功率不同。 这项研究的结果可以更好地为旨在招聘和留住工程专业学生的政策决策提供信息，从而影响工程人才队伍。该项目更广泛的意义和重要性在于，通过查看来自多个机构的大量学生的数据，研究人员可以开始了解不同群体对大学的不同体验，以及这如何影响他们获得工程学位的成功。 通过对历史数据的分析，这项研究可以潜在地识别和帮助纠正关于哪些学生群体在工程项目中取得成功的误解，从而更好地招聘和留住工程师，使大学的工作变得更加有效和高效。