Characterizing Faculty Discourses on Gender in Engineering Education for Effective Interventions

表征工程教育中性别问题的教师话语以进行有效干预

基本信息

批准号：
1564571
负责人：
Kacey Beddoes
金额：
$ 14.17万
依托单位：
University of Massachusetts Lowell
依托单位国家：
美国
项目类别：
Standard Grant
财政年份：
2015
资助国家：
美国
起止时间：
2015-09-01 至 2018-12-31
项目状态：
已结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=1564571&HistoricalAwards=false
关键词：
Characterizing Faculty Discourses Gender Engineering

项目摘要

Faculty pedagogy and interactions have been shown to play a significant role in students' decisions to leave STEM majors, and female students in particular report experiencing negative classroom interactions. This project addresses that problem by examining what and how faculty members think about gender, and how that shapes their educational practices and developing relevant intervention materials. Forty-five engineering faculty members spanning multiple disciplines and career levels at three different institutions are participating in in-depth qualitative interviews that examine their perspectives, practices, and decision-making vis-à-vis gendered facets of engineering education. The findings from the interviews are being used to create faculty development materials and educational materials for future faculty members. Characterizing what and how faculty think about gender will provide a basis for appropriate and successful interventions for faculty and future faculty because rather than merely picking an intervention haphazardly, interventions should be strategically selected to align with the most salient issues or problems. Materials are being implemented at faculty development centers, workshops at national engineering education conferences, and in a newly created graduate course at Oregon State University. Faculty development materials created enhance intellectual infrastructure locally and nationally by providing the first research-based interventions of this kind. Curricular materials created enhance intellectual infrastructure locally and nationally by educating future engineering faculty on how to create more gender-equitable classrooms.

教师教学法和互动已被证明在学生的决定留下STEM专业的决策中发挥了重要作用，特别是女学生的学生经历了负面的课堂互动。该项目通过研究教师如何看待性别以及如何塑造他们的教育实践并开发相关的干预材料来解决该问题。在三个不同机构的多个学科和职业水平的四十五名工程教职员工正在参与深入的定性访谈，这些访谈研究了他们的观点，实践和决策，相对于工程教育的性别方面。采访的发现被用来为未来的教职员工创建教师发展材料和教育材料。表征教师对性别的看法和方式将为教师和未来的教师提供适当和成功的干预措施的基础，因为不仅应该随意选择干预措施，还应从战略上选择干预措施来与最显着的问题或问题保持一致。在教师发展中心，国家工程教育会议的研讨会以及俄勒冈州立大学新创建的研究生课程中，正在实施材料。教师开发材料通过提供第一个基于研究的干预措施，在本地和全国范围内创造了智力基础设施。课程材料通过教育未来的工程学院如何创建更多性别公平的教室，从而在本地和全国范围内创造了智力基础设施。