Collaborative Research (HBCU-DCL EAGER): Broadening participation and strengthening capacity in interdisciplinary engineering model development

重要的是要了解有色人种的博士学者如何能够在刻板印象威胁可能普遍存在的背景下整合文化身份和自我效能，例如高等教育，STEM项目和密集的研究实验室。该项目旨在识别、理解和描述身份感、自我效能感、建模形式主义的元认知和刻板印象威胁之间的相互作用。具体来说，我们的目标是了解思维和叙事身份如何随着时间的推移而演变，以及如何在支持性的学术背景下指导有色人种学者的过程可能会加强进入教授职位的价值主张。该项目的主要目标是：（1）实施一种合作的方法来发展高技能和有竞争力的研究生学者;（2）扩大代表性不足的少数民族（URM）在工程教授中的参与，特别关注非洲裔美国人。该项目的成功将是显而易见的，这些学者在高影响力的活动，如学术出版物的参与增加，向学位的进展，并申请学术职位。此外，这一研究项目将有助于加强机构能力，特别是一所传统黑人学院/大学的能力。它还将把NC A T州立大学（一所公立HBCU）和乔治华盛顿大学（一所私立白色机构/PWI）的平行努力联系起来。使用准实验设计，前和后测试控制组设计，拟议的研究项目是第一次尝试整合预期的认知发展和刻板印象的威胁减少完全沉浸在工程建模，符合美国国家科学基金会的研究和相关活动（R RA）计划。研究人员还将创建一个概念验证，评估不同的自适应学习形式主义，以确定有效的策略，以帮助学生开发和应用数学模型解决工程问题的能力。预期认知的作用是影响学生在发展和应用以知识为基础的方法之前对问题内容的推理。将实施刻板印象最小化教练模型，并将绩效和社会学习变量（例如，刻板印象威胁，身份和工程建模自我效能）将在两个机构之间进行比较。有一个隐含的假设是，由于机构之间的差异，可能会出现其他因素。可能会发现临界群众和社会阶层等新出现的因素。将通过两个地点的准实验设计、测试前和测试后控制组设计来评估辅导模式的有效性。在这样做的过程中，拟议的研究项目有两个并行的努力-一个专注于R RA计划，以开发工程模型开发的主题专业知识，另一个试点研究，比较干预措施，以优化预期认知和最大限度地减少刻板印象的威胁，这些相同的研究生。

It is important to understand how doctoral scholars of color are able to integrate cultural identity and self-efficacy in contexts where stereotype threat might be prevalent, such as higher education, STEM programs, and intensive research labs. This project seeks to identify, understand, and describe the interplay between the sense of identity, self-efficacy, metacognition of modeling formalisms, and stereotype threat. Specifically, the goal is to understand how thinking and narrative identity evolve over time and how the process of coaching scholars of color in a supportive academic context might strengthen the value proposition of entering the professoriate. The key objectives of this project are: (1) to implement a collaborative approach to the development of highly skilled and competitive graduate scholars; and (2) to broaden participation among underrepresented minorities (URMs) in the engineering professoriate, with a specific focus on African Americans. Success of the project will be evident by an increased participation of these scholars in high-impact activities such as scholarly publications, progress toward degree, and applying to academic positions. Additionally, this research project will help to strengthen institutional capacities, particularly of a Historically Black College/University (HBCU). It will also link parallel efforts at NC A&T State University (a public HBCU) and George Washington University (a private Predominantly White Institution/PWI). Using a quasi-experimental design, pre- and post-test control group design, the proposed research project is a first attempt to integrate anticipatory cognition development and stereotype threat reduction in full immersion of engineering modeling that aligns with NSF's Research and Related Activities (R&RA) programs. The investigators will also create a proof-of-concept that evaluates different adaptive learning formalisms to identify effective strategies to aid students' capabilities to develop and apply mathematical models for problem solving in engineering. The role of anticipatory cognition is to influence students' reasoning about the problem content prior to the development and application of the mathematics-based approach. A stereotype minimization coaching model will be implemented and performance and social learning variables (e.g., stereotype threats, identity, and engineering modeling self-efficacy) will be compared across both institutions. There is an implicit hypothesis that additional factors may emerge because of the differences between the institutions. Such emerging factors as critical mass and social class may be identified. The effectiveness of the coaching model will be assessed through a quasi-experimental design, pre- and post-test control group design at the two sites. In so doing, the proposed research project has two concomitant efforts - one focused on an R&RA program to develop subject matter expertise in engineering model development, and the other a pilot study to compare an intervention to optimize anticipatory cognition and minimize stereotype threat among these same graduate students.