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

• 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

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.

教师教学和互动已被证明在学生决定离开STEM专业方面发挥了重要作用，特别是女学生报告说，她们经历了消极的课堂互动。该项目通过研究教师对性别的看法以及如何看待性别，以及如何塑造他们的教育实践和开发相关干预材料来解决这个问题。在三个不同的机构跨越多个学科和职业水平的45名工程教师参加了深入的定性访谈，检查他们的观点，做法和决策维斯于工程教育的性别方面。访谈的结果被用于为未来的教师创建教师发展材料和教育材料。描述教师对性别的看法以及如何看待性别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，因为干预措施应根据最突出的问题或问题进行战略选择，而不仅仅是随意选择干预措施。材料正在教师发展中心，在全国工程教育会议研讨会，并在俄勒冈州州立大学新创建的研究生课程实施。教师发展材料创建通过提供这种第一个基于研究的干预措施，加强地方和国家的知识基础设施。创建的课程材料通过教育未来的工程教师如何创建更性别平等的教室来加强地方和国家的知识基础设施。