Research Initiation: Exploring the role of innovation and social self-efficacy within a diverse engineering ecosystem at New Mexico State University's College of Engineering

研究启动：探索新墨西哥州立大学工程学院多元化工程生态系统中创新和社会自我效能的作用

• 批准号: 1640523
• 负责人: Jessica Houston
• 金额: $ 15万
• 依托单位: New Mexico State University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2016
• 资助国家: 美国
• 起止时间: 2016-10-01 至 2019-12-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1640523&HistoricalAwards=false
• 关键词: Research; Initiation; Exploring; role; innovation

As a Hispanic Serving Institution, New Mexico State University (NMSU) has branded itself as a place for self-discovery and transformation. How this "branding" actually translates to the educational experience of engineering students is the focus of this proposal. The College of Engineering (CoE) at NMSU has a diverse population of students composed of Hispanic minorities (57%), first-generation students, non-traditional students, English language learners (ELL), and students from rural communities. These unique demographics are known to impact student learning abilities, individual perception of the ability to succeed, and the ability to persevere. The overall goal of this work is to strengthen the educational experience of engineers from diverse backgrounds and identify the set of innovation and entrepreneurial resources that enhance student success. The first aim will be to correlate social self-efficacy, the belief students can succeed, to the successful formation of engineers. The second aim of this project will be to take what is learned and disseminate it. The impact of this work comes from the unique social backgrounds of underrepresented students that can impact their self-efficacy. For example, the ability for students to believe they can succeed in engineering is linked to their "hard working" mindset and inherent willingness to try new tasks and fail, both of which are at least partially developed through their cultural background. Conversely social influences that are unique to underrepresented minorities can increase self-doubt and decrease a student's belief that perseverance is possible in the engineering program of their choice. By correlating self-efficacy with these cultural factors we are developing an understanding of how student demographics affects long term identity as engineers. Much is known about the value of innovation and entrepreneurship in engineering education. The New Mexico State University College of Engineering, like many institutions, has created resources, spaces, and opportunities to increase the creation of engineers with entrepreneurial mindsets. Despite these efforts, forces related to social identity challenge innovation self-efficacy (ISE). It is recognized that social influence plays a significant role in engineering formation, and that it is important to understand how social self-efficacy is related to engineering identity. The intellectual merit of this work addresses this disconnect through two major thrusts. The first thrust is to involve freshmen engineering students in a study that aims to measure relationships between social identity, engineering identity and the interconnection between self-efficacy and social environments. This effort will include an intervention-like study that incorporates metacognition, entrepreneurial-minded learning, design thinking activities, and assessment of the study with mock industry interviews, student surveys, and comparison to a national engineering survey. The second thrust will focus on the professional development of the principal investigators. The aim is to foster their transition from consumers of engineering education to producers of engineering education. The intent is to initiate both engineering faculty into educational research and simultaneously establish a mechanism to sustain entrepreneurial minded learning throughout core classes offered in the college. Activities by the investigators include interaction with a social sciences mentor, interaction with topical-coaches, team teaching, transformation of core engineering courses, and dissemination to other engineering faculty. The broader impacts of this work are addressed by a strong focus on underrepresented groups across the different disciplines of engineering. The project will result in practical ways to increase retention and progression of underrepresented minority students into the workforce through research-based teaching practices, role induction and socialization of minority students in engineering, and developing a true meaning of community engagement through integrated principles transcending the cultural values of the student and the engineering program.

作为一个西班牙裔服务机构，新墨西哥州州立大学（NMSU）已品牌本身作为一个自我发现和转型的地方。这种“品牌”如何实际转化为工程专业学生的教育经验是本提案的重点。工程学院在NMSU有一个由西班牙裔少数民族（57%），第一代学生，非传统的学生，英语学习者（ELL），和来自农村社区的学生组成的多样化的人口。众所周知，这些独特的人口统计数据会影响学生的学习能力、个人对成功能力的看法以及坚持不懈的能力。这项工作的总体目标是加强来自不同背景的工程师的教育经验，并确定一套创新和创业资源，提高学生的成功。第一个目标是将社会自我效能，学生可以成功的信念，成功的工程师的形成。该项目的第二个目标是将学到的东西传播出去。这项工作的影响来自于代表性不足的学生的独特社会背景，这可能会影响他们的自我效能。例如，学生相信自己能在工程领域取得成功的能力与他们的“努力工作”心态和尝试新任务和失败的内在意愿有关，这两种能力至少部分是通过他们的文化背景发展起来的。相反，代表性不足的少数民族所特有的社会影响可能会增加自我怀疑，并减少学生对自己选择的工程项目的毅力的信念。通过将自我效能与这些文化因素相关联，我们正在了解学生人口统计学如何影响工程师的长期身份。关于创新和创业精神在工程教育中的价值，人们已经知道得很多。与许多机构一样，新墨西哥州州立大学工程学院创造了资源、空间和机会，以增加具有创业心态的工程师的培养。尽管有这些努力，与社会认同相关的力量挑战创新自我效能感（伊势）。人们认识到，社会影响力在工程形成中起着重要的作用，重要的是要了解社会自我效能感是如何与工程身份。这项工作的智力价值通过两个主要的推力解决了这种脱节。第一个重点是让大一工程专业的学生参与一项旨在测量社会身份、工程身份以及自我效能与社会环境之间相互联系的研究。这项工作将包括一个干预式的研究，其中包括元认知，专业思想的学习，设计思维活动，并与模拟行业访谈，学生调查，并与国家工程调查比较的研究评估。第二个重点是主要调查员的专业发展。其目的是促进他们从工程教育的消费者转变为工程教育的生产者。其目的是启动两个工程教师进入教育研究，同时建立一个机制，以维持创业精神的学习在整个核心课程提供的学院。调查人员的活动包括与社会科学导师的互动，与主题教练的互动，团队教学，核心工程课程的改造，以及向其他工程学院的传播。这项工作的更广泛的影响是通过强烈关注工程的不同学科中代表性不足的群体来解决的。该项目将通过以研究为基础的教学实践，少数民族学生在工程中的角色诱导和社会化，以及通过超越学生和工程计划的文化价值观的综合原则，发展社区参与的真正意义，以实际方式增加代表性不足的少数民族学生进入劳动力市场的保留和发展。

项目成果

Measuring Self-Efficacy in Diverse First-Year Engineering Students Exposed to Entrepreneurial Minded Learning

衡量接受创业思维学习的不同一年级工科学生的自我效能感

• 发表时间: 2018
• 期刊: 2018 IEEE Frontiers in Education Conference (FIE
• 作者: Thomas, J.;Houston, J. P.;Boucheron, L.
• 通讯作者: Boucheron, L.