IUSE/PFE:RED: Rethinking Engineering Diversity, Transforming Engineering Diversity (REDTED)

在过去的10-15年里，提高工程多样性的努力停滞不前，尽管在这段时间里开发了许多项目和其他活动。缺乏进展表明，仅仅“修复”管道是不够的。相反，需要努力改变工程教育中所有利益相关者对多样性的看法。该项目将彻底改变罗文大学土木与环境工程（CEE）系，从根本上增加多样性，并实现所有CEE学生的高保留率和毕业率。正在实施一项雄心勃勃的课程和课外改革计划，以增加妇女和代表性不足的少数民族学生以及历来得不到充分服务的群体的代表性。这些措施将采用多管齐下的办法，包括修订入学标准，以促进学生更加多样化;提高学生、教师和行政人员对多样性和平等的认识和理解，以改善包容性文化;为一年级和转学生制定倡导者和盟友辅导方案;将现有的第二年和第三年的工程课程从狭隘的基于子学科的方法转变为更具包容性的基于系统的方法;并通过提供行业和学术界的榜样来丰富所有学生的愿望。通过这些努力，方案结构将发生根本变化：增加妇女和少数民族/种族的比例在5年的赠款期限内，将部门中的有形统一资源管理（URMs）从19.3%提高到50%以上，同时也提高了所有历史上服务不足群体的比例;重新设计课程，教学和学习，以及部门系统和流程，以促进有利于所有学生的包容性;将所有学生的保留率从85%提高到95%;提高所有CEE学生的5年毕业率，从目前的68%提高到80%;并激励教师成为转型的积极合作伙伴这个变革性的研究项目将产生有关URM在工程方面的经验的新知识。主要研究问题包括：（1）URM工程专业学生感知的人力资本（获取知识或技能）、社会文化资本（发展人际关系和网络）和个人资本（内在和外在动机）是什么？在不同种族、民族、社会经济地位、性别和性取向之间，这些看法有何异同？(2)学生如何感知自己在土木工程专业的自我效能感和专业认同感？(3)教师发展培训的哪些方面在促进采用包容性教学实践和学习环境以及创造包容性文化方面最有效？这些研究问题将用于更好地了解工程领域的统一资源管理的感知障碍，并确定制定包容性模型的战略。战略包括学生的录取和保留，教师的态度和教学，以及课程的变化，这将影响学生的思维方式和在专业工作场所的功能。该愿景还延伸到学生的专业成长，通过解决和提高人力，社会和文化资本培养更高的抱负。转型将帮助学生内化愿望，发展自我效能和自信，他们属于该领域的领导者和倡导者的包容性。该项目的成果将成为一个转换工具包，允许其他工程项目进行类似的更改。该项目将提供如何改变工程文化的包容性，最终导致一个更多样化的工程劳动力准备应对21世纪世纪的挑战的指导。

Efforts to improve diversity in engineering have stagnated over the last 10-15 years, despite numerous programs and other activities that have been developed over that time. The lack of progress suggests that it is not enough to simply "fix" the pipeline. Rather, efforts are needed to change the way all stakeholders in engineering education think about diversity. This project will revolutionize the Civil and Environmental Engineering (CEE) Department at Rowan University to radically increase diversity and achieve high retention and graduation rates of all CEE students. An ambitious plan for curricular and extracurricular reform is being used to increase the representation of women and Underrepresented Minority (URM) students and historically underserved groups. These measures will be deployed using a multi-pronged approach that includes revising admission criteria to promote a more diverse student body; enhancing the perception and understanding of diversity and equality among students, faculty and administrators to improve the culture of inclusiveness; developing an Advocate and Allies Mentoring Program for first year and transfer students; transforming the existing engineering curriculum in the second and third year from a narrow sub-discipline based approach to a more inclusive system-based approach; and enriching aspirations for all students by providing role models from industry and academia. Through these efforts radical changes will be made in the structure of the program: increase the percentage of women and ethnic/racial minorities (visible URMs) in the department from 19.3 percent to above 50 percent in the 5 year duration of the grant, while at the same time also increasing the percentage of all historically underserved groups; redesign curriculum, teaching and learning, and department systems and processes to promote inclusiveness that benefits all students; improve retention of all students from 85 to 95 percent; improve 5-year graduation rates of all CEE students from the current level of 68 to 80 percent; and incentivize the faculty to be active partners in the transformationThis transformative research project will generate new knowledge about the experiences of URMs in engineering. The main research questions include: (1) What is the perceived human capital (acquiring knowledge or skills), sociocultural capital (developing interpersonal relationships and networks), and personal capital (intrinsic and extrinsic motivation) of URM engineering students? What are the similarities and differences in those perceptions across race, ethnicity, socio-economic status, gender and sexual orientation? (2) How do the students perceive their self-efficacy and professional identity in (civil) engineering? (3) What aspects of faculty development training are most effective in promoting adoption of inclusive teaching practices and learning environment and creating an inclusive culture? These research questions will be used to obtain a better understanding of the perceived barriers for URMs in the field of engineering and identify strategies for developing a model of inclusivity. Strategies encompass admission and retention of students, faculty attitudes and teaching, and curricular changes that will impact the way students think and function in the professional workplace. The vision also extends to the students' professional growth with higher aspirations being cultivated by addressing and enhancing human, social, and cultural capital. The transformation will help the student internalize aspirations, develop self-efficacy and self-confidence that they belong in the field as leaders and advocates for inclusivity. The results from this project will be a transformation kit, which allows other engineering programs to make similar changes. This project will provide guidance on how to change the culture of engineering to one of inclusion, ultimately resulting in a more diverse engineering workforce prepared to address the challenges of the 21st century.