Studying and Evaluating Education, Guidance, Advancement, and Learning in Technology and Engineering

美国国家科学基金会坚定致力于扩大STEM的参与。这一承诺体现在其战略计划和投资重点中，涉及“培养多元化的、全球参与的科学、技术、工程和数学（STEM）劳动力”和“将研究与教育结合起来”。为了保持国家在世界范围内的竞争优势，国家科学基金会资助了一些项目，这些项目将帮助国家制定有效的战略，以吸引、留住和支持工程领域代表性不足的学生。该项目将衡量旨在鼓励代表性不足的大学预科学生从事工程职业的策略、发展和监督包容性工程教育的实践以及鼓励代表性不足的学生坚持工程的支持系统的影响。该项目与美国国家科学基金会扩大参与优先事项密切相关，它具有巨大的潜力，可以在整合大学预科学生（如高中）工程经验的文献基础上，为STEM管道的各个节点（特别是工程）提供当前的工程实践和努力。很有可能，它将有助于招募、保留和毕业工程文献，为代表性不足的学生，从而增加他们在教育管道的每个节点上对工程的参与。采用混合方法研究设计，研究人员概述了一个项目，该项目涉及收集定量和定性数据，以了解如何最好地吸引、留住和支持传统上代表性不足的工程专业大学预科学生和大学生。该项目将采用基于期望值模型和计划行为理论的研究范式，通过双管齐下的方法。首先，一个吸引项目将集中在高中生和教师/辅导员身上，以评估鼓励学生从事工程职业的策略。这些活动包括为高需求、种族和性别多样化的学生（每年120名中学生）提供工程学科的课外活动，以及为科学教师/辅导员提供工程准备方面的专业培训，以及工程职业道路的多样性（每年40名教师/辅导员）。第二，保留计划将重点关注女本科生、教职员工、研究生和博士后助理，目的是发展成功的工程教育实践，鼓励女本科生坚持在这个领域。这部分内容将包括对女学生（每年25名以上）进行学术干预，以及对教师（每年40名以上）进行包容性实践培训。总体而言，该项目对教学和咨询专业发展、大学预科课程和大学留校计划的研究见解，将通过增加塑造技术进步未来的视角多样性，提升工程专业和国家福利。

The National Science Foundation has a strong commitment to broadening participation in STEM. This commitment is embedded in its Strategic Plan and investment priorities related to "preparing a diverse, globally engaged science, technology, engineering, and mathematics (STEM) workforce" and "integrating research with education." To maintain the country's competitive edge across the world, NSF funds projects that will help the nation with pinpointing effective strategies to attract, retain, and support underrepresented students in engineering. This project will measure the impact of strategies designed to encourage underrepresented, pre-collegiate students to pursue engineering careers, practices for developing and monitoring inclusive engineering education, and support systems that encourage underrepresented students to persist in engineering. The project is closely aligned with the NSF broadening participation priorities, and it has great potential to build upon the literature base on integrating engineering experiences for pre-collegiate students (e.g., high school) and informing current engineering practices and efforts at various junctures of the STEM pipeline, especially engineering. It is quite likely that it will contribute to the recruitment, retention, and graduation engineering literature for underrepresented students, thereby increasing their participation in engineering at every juncture of the educational pipeline.Using a mixed-method research design, the investigators outlined a project that involved collecting both quantitative and qualitative data on how to best attract, retain, and support traditionally, underrepresented pre-collegiate and collegiate students in engineering. The project will apply a research paradigm based on an expectancy-value model and the theory of planned behavior through a two-pronged approach. First, an attraction program will concentrate on high school students and teachers/counselors to assess strategies for encouraging students to pursue engineering careers. These include afterschool activities in engineering disciplines for high needs, ethnically and gender diverse students (120 secondary students annually) and professional development to educate science teachers/counselors in engineering preparation, as well as in the diversity of engineering career pathways (40 teachers/counselors annually). Second, a retention program will focus on female undergraduate students and on faculty members, graduate students, and post-doctoral associates, with the aim of developing successful engineering educational practices that encourage women undergraduates to persist in the field. This component will consist of academic interventions for female students (25+ annually) as well as training for instructors (40+ annually) on inclusive practices. Overall, the project's research insights on pedagogical and counseling professional development, pre-college programs, and college retention programs, will elevate the engineering profession and national welfare by adding to the diversity of perspectives that will shape the future of technological advancement.