Collaborative Research: IUSE-EHR: Cultivating Inclusive Identities of Engineers and Computer Scientists: Expanding Efforts to Infuse Inclusive Excellence in Undergraduate Curricula

该项目旨在通过重新设计本科课程，培养工程和计算机科学专业学生的包容性专业身份。包容性专业身份在这里被定义为工程和计算机科学专业的学生，他们具有：(a)在所选领域工作所需的技术知识、技能和能力，(b)对各种多样性如何加强工程和计算机科学作为学科的认识，以及(c)了解如何以包容性的方式行事并在其领域内创造包容性的环境。该项目建立在先前的探索性IUSE拨款的基础上，用于开发、实施和评估一年级工程课程的课程，旨在帮助工科学生对工程专业有一个包容性的认识。第一个目标是将第一年的课程转移到其他三所具有不同制度特征的大学，并将这门课程从工程学扩展到计算机科学。在整个过程中，将研究成功转移和采用这一课程的途径和障碍。第二个目标是将努力扩展到工程和计算机科学的二年级和三年级课程中，以保持学生对多样性和包容性的参与。该项目将开发和评估(a)学科和课程特定的多样性活动（特别是工程和计算机科学专业的案例研究），以及(b)培训研究生助教和教师，以促进有效和包容的团队。第三个目标是衡量多样性和包容性活动对学生包容性职业认同发展的短期和长期影响。这个项目的智力价值在于它对改变工程和计算机科学大学文化的变革性方法。这项工作补充了支持历史上代表性不足群体的举措：重点不是只关注代表性不足群体的成员，而是让所有学生为在多样化环境中工作做好准备，并利用包容性行为来支持保留来自各种背景、代表性不足和多数人的STEM学生。该项目的广泛影响允许开发和分发课程，使所有STEM学生准备制定包容性的专业行为。通过确保来自代表性不足群体的学生体验公平的学习环境，使他们能够充分参与STEM学习，在大学STEM部门创造包容的氛围，有助于扩大参与。STEM专业人士准备在日常实践中注入不同的观点，创造包容性的工作环境，为社会的公共利益做出强有力的贡献。

This project aims to develop inclusive professional identities among engineering and computer science students through the process of redesigning undergraduate curricula. Inclusive professional identities are defined here as engineering and computer science students with: (a) the necessary technical knowledge, skills, and abilities to work in their chosen field, (b) an appreciation for how all kinds of diversity strengthen engineering and computer science as disciplines, and (c) knowledge of how to act in inclusive ways and create inclusive environments within their field. This project builds on a prior exploratory IUSE grant to develop, implement, and assess curricula for first-year engineering courses designed to help beginning engineering students identify with an inclusive vision of the engineering profession. The first objective is to transfer the first-year curricula to three other universities with different institutional characteristics and extend this curricula from engineering into computer science. Throughout this process, the pathways and barriers to successful transfer and adoption of this curricula will be studied. The second objective is to expand efforts into the second and third year courses in engineering and computer science in ways that sustain student engagement with diversity and inclusion. The project will develop and assess (a) discipline- and course-specific diversity activities (in particular, case studies from the engineering and computer science profession), and (b) training for graduate teaching assistants and faculty to facilitate effective and inclusive teams. The third objective is to measure both the short term and long term impact of the diversity and inclusion activities on the development of inclusive professional identities in students. The intellectual merit of this project lies in its transformative approach toward changing engineering and computer science collegiate cultures. This work complements initiatives that support historically underrepresented populations: rather than focusing exclusively on members of underrepresented groups, the focus is on preparing all students to work in diverse environments and to leverage inclusive behaviors that will support retention of students in STEM from all backgrounds, underrepresented and majority alike. The broader impact of this project allows for development and distribution of curricula that will prepare all STEM students to enact inclusive professional behaviors. Creating inclusive climates in collegiate STEM departments contributes to broadening participation by ensuring that students from underrepresented groups experience equitable learning environments where they can participate fully in STEM learning. STEM professionals who are prepared to infuse diverse perspectives in their everyday practices and create inclusive work environments carry great potential to make robust contributions for the public good of society.