CAREER: Investigation of Undergraduate Learning Contexts Considering Ethical, Racial, and Disciplinary Identities of Students in Engineering and Computer Science.

职业：考虑工程和计算机科学学生的道德、种族和纪律身份的本科生学习环境调查。

• 批准号: 1749666
• 负责人: Sepehr Vakil
• 金额: $ 67.24万
• 依托单位: University of Texas at Austin
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2018
• 资助国家: 美国
• 起止时间: 2018-02-15 至 2018-11-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1749666&HistoricalAwards=false
• 关键词: CAREER; Investigation; Undergraduate; Learning; Contexts

The Faculty Early Career Development (CAREER) program is a National Science Foundation-wide activity that offers awards in support of junior faculty who exemplify the role of teacher-scholars through outstanding research, excellent education, and the integration of education and research within the context of the mission of their organizations. This project has the goal to investigate how undergraduate learning contexts may constrain or facilitate productive interactions between ethical, racial, and disciplinary identities of students of color in engineering and computer science. The project integrates research and education by infusing the research in undergraduate and graduate education courses and by involving undergraduate and graduate students in the work. This award is supported by the EHR Core Research (ECR) program with co-funding by the Science, Technology and Society program. ECR emphasizes fundamental STEM education research that generates foundational knowledge in the field. By combining longitudinal ethnographic and design-based approaches, this study contributes to the understanding of how undergraduate students of color experience the culture of engineering and computer science departments, while also exploring new educational possibilities that take seriously the ethical and sociocultural potential of these disciplines. The design component of the study, by synthesizing science and technology studies perspectives along with the benefits of undergraduate research experiences, creates novel opportunities for students to explore the ethical dimensions and social justice potential of new technologies. Empirical findings from the design experiment will help identify design and pedagogical principles that jointly cultivate multiple student identities within STEM learning environments. Finally, this project contributes to the scholarly and national conversation on issues of equity in STEM education in conceptually and methodologically unique ways. Few studies have considered the role of ethical identity in the experiences of students of color in engineering and computer science or examined their experiences over a sustained period and across multiple contexts. Findings from this study will contribute to fundamental learning sciences research on identity development in STEM, as well as to the knowledge base about how to design equitable STEM learning environments.

教师早期职业发展（CAREER）计划是一项国家科学基金会范围内的活动，为初级教师提供奖项，以支持他们通过杰出的研究、卓越的教育以及在其组织使命的背景下将教育与研究相结合，体现了教师学者的角色。该项目的目标是调查本科生的学习环境如何限制或促进工程和计算机科学领域有色人种学生的道德、种族和学科身份之间的富有成效的互动。该项目通过将研究融入本科生和研究生教育课程并让本科生和研究生参与工作，将研究和教育融为一体。该奖项由 EHR 核心研究 (ECR) 计划支持，并由科学、技术和社会计划共同资助。 ECR 强调基础 STEM 教育研究，以生成该领域的基础知识。通过结合纵向民族志和基于设计的方法，这项研究有助于了解有色人种本科生如何体验工程和计算机科学系的文化，同时也探索认真对待这些学科的道德和社会文化潜力的新的教育可能性。该研究的设计部分通过综合科学和技术研究的观点以及本科生研究经验的好处，为学生创造了探索新技术的伦理维度和社会正义潜力的新机会。设计实验的实证结果将有助于确定在 STEM 学习环境中共同培养多种学生身份的设计和教学原则。最后，该项目以概念和方法上独特的方式促进了关于 STEM 教育公平问题的学术和全国对话。很少有研究考虑道德认同在工程和计算机科学领域有色人种学生的经历中的作用，或者研究他们在持续一段时间内和跨多种背景的经历。这项研究的结果将有助于 STEM 身份发展的基础学习科学研究，以及如何设计公平的 STEM 学习环境的知识库。