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

合作研究：IUSE-EHR：培养工程师和计算机科学家的包容性身份：扩大努力，在本科课程中注入包容性卓越

基本信息

批准号：
1726268
负责人：
Rebecca Atadero
金额：
$ 85.27万
依托单位：
Colorado State University
依托单位国家：
美国
项目类别：
Continuing Grant
财政年份：
2017
资助国家：
美国
起止时间：
2017-07-15 至 2023-06-30
项目状态：
已结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=1726268&HistoricalAwards=false
关键词：
Collaborative Research IUSE EHR Cultivating

项目摘要

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.

该项目旨在通过重新设计本科课程的过程，在工程和计算机科学学生中发展包容性的专业身份。包容性的专业身份在这里被定义为工程和计算机科学的学生：（a）必要的技术知识，技能和能力，在他们所选择的领域工作，（B）对各种多样性如何加强工程和计算机科学学科的赞赏，以及（c）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的知识。该项目建立在先前的探索性IUSE赠款的基础上，用于开发，实施和评估第一年工程课程的课程，旨在帮助开始工程专业的学生识别工程专业的包容性愿景。第一个目标是将第一年的课程转移到具有不同机构特点的其他三所大学，并将这一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大到工程和计算机科学的第二年和第三年课程，以保持学生参与多样性和包容性。该项目将制定和评估（a）具体学科和课程的多样性活动（特别是工程和计算机科学专业的案例研究），以及（B）对研究生助教和教员的培训，以促进有效和包容性的团队。第三个目标是衡量多样性和包容性活动对学生发展包容性专业身份的短期和长期影响。这个项目的智力价值在于它对改变工程和计算机科学学院文化的变革方法。这项工作补充了支持历史上代表性不足的人群的举措：而不是只关注代表性不足的群体的成员，重点是让所有学生准备在不同的环境中工作，并利用包容性行为，支持来自所有背景，代表性不足和多数的学生保留STEM。该项目的更广泛影响允许开发和分发课程，使所有STEM学生能够制定包容性的专业行为。在大学STEM部门创造包容性的氛围有助于扩大参与，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。准备在日常实践中注入不同观点并创造包容性工作环境的STEM专业人员具有为社会公益做出强大贡献的巨大潜力。