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

国家科学基金会坚定地致力于扩大STEM的参与。这一承诺体现在其战略计划和投资优先事项中，涉及“准备一支多元化的、全球参与的科学、技术、工程和数学（STEM）劳动力队伍”和“将研究与教育相结合”。为了保持美国在世界各地的竞争优势，NSF资助的项目将帮助美国制定有效的战略，以吸引、留住和支持工程专业代表性不足的学生。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战略的影响，开发和监测包容性工程教育的做法，以及鼓励代表性不足的学生坚持工程的支持系统。该项目与NSF扩大参与的优先事项密切相关，并且它具有很大的潜力，可以建立在整合大学预科学生工程经验的文献基础上（例如，高中），并告知目前的工程实践和努力，在各种交界处的干管道，特别是工程。它很可能会有助于招聘，保留，和毕业工程文献的代表性不足的学生，从而增加他们在工程参与的每一个环节的教育管道。使用混合方法的研究设计，调查人员概述了一个项目，涉及收集定量和定性数据，如何最好地吸引，保留，和支持传统，工程专业的大学预科生和大学生人数不足。该项目将通过双管齐下的方法应用基于预期价值模型和计划行为理论的研究范式。首先，吸引力计划将集中在高中学生和教师/辅导员，以评估鼓励学生追求工程职业的策略。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）提供工程学科的课后活动，以及为科学教师/辅导员提供工程准备方面的专业发展教育，以及工程职业途径的多样性（每年40名教师/辅导员）。第二，保留方案将侧重于女本科生和教师，研究生和博士后助理，目的是开发成功的工程教育实践，鼓励女本科生坚持在该领域。这一部分将包括对女学生（每年25名以上）的学术干预以及对教员（每年40名以上）进行包容性做法培训。总体而言，该项目对教育和咨询专业发展，大学预科课程和大学保留计划的研究见解将通过增加将塑造技术进步未来的观点多样性来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.