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RFE Design and Development: Framing Engineering as Community Activism for Values-Driven Engineering

RFE 设计和开发：将工程框架视为价值驱动工程的社区活动

基本信息

批准号：
1826181
负责人：
Virginia Davis
金额：
$ 34.25万
依托单位：
Auburn University
依托单位国家：
美国
项目类别：
Standard Grant
财政年份：
2018
资助国家：
美国
起止时间：
2018-08-01 至 2023-07-31
项目状态：
已结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=1826181&HistoricalAwards=false
关键词：
RFE Design Development Framing Engineering

项目摘要

Several southern states, including Alabama, are transitioning to a more manufacturing-focused economy that requires a larger engineering workforce. The results of this research will provide a framework for interventions that encourage more students from minority, urban, and low-SES contexts to pursue engineering career pathways. It will also provide insights into how to motivate and increase retention of undergraduate minority engineering students, and increase the number of socially engaged engineers. The goal of this research is to understand how framing engineering as an altruistic (pro-social) profession affects the career identity development of students from low-socioeconomic status and African American families who are enrolled in 8th - 10th grade in an urban area within a predominantly rural Southern state. An additional goal is understanding of how serving as a mentor in the program affects the engineering career identity of undergraduate engineering students from similar backgrounds. The focal population of students offer the largest untapped source of future engineers available in this region. In an iterative process, the career identity of students from this demographic participating in an existing informal science, technology, engineering, and math (STEM) education program will be explored. These findings to develop a yearlong "Help Your Community and Your World program that highlights the societal impact of engineering and provides undergraduate engineering student mentors/role models from similar backgrounds. Designing and implementing this program will lead to improved understanding of how career identity develops for these students. This work has the potential to impact the number and diversity of U.S. students entering the engineering workforce and facilitate a manufacturing and STEM workforce development and economic base in states that have historically had agricultural economic base and/or lower STEM workforce needs.The research will use a mixed methods design with a heavy emphasis on qualitative data collection in the form of video (or other multimedia) reflections, and interviews. Quantitative data will be collected through surveys of student attitudes towards STEM, beliefs about their ability in STEM, and intentions to study STEM in the future. For the qualitative approach, we will use the Consensual Qualitative research approach with its emphasis on team-built understandings of interview data. A student-centered approach will be taken in order to understand how students make sense of and come to understand their intersecting, and socially constructed identities. For the newly developed summer camp, the data will be analyzed in three stages: before the camp, during the camp, and after the camp. This will be done to create a snapshot of the students' career identities and perceptions of engineering at each time point. This will also help the researchers examine and compare how their definitions, goals, and identities altered throughout the camp. Then the findings from each snapshot will be collapsed together to identify the larger overarching themes from the data. This method allows us to gain a deeper understanding of the students' own meaning making about their career identities as they progress through the program, and what aspects of the program were salient for the students, and how interventions can better support identity development in students. The interview and survey data will be qualitatively analyzed and triangulated to identity underlying themes and repeated patterns in the data. The results will be disseminated in hands on workshops of regional teachers and out of school facilitators as well as through traditional mechanisms such as publications and conference presentations.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

包括亚拉巴马在内的几个南部州正在向更加以制造业为重点的经济过渡，这需要更多的工程师队伍。这项研究的结果将提供一个干预框架，鼓励更多来自少数民族，城市和低社会经济地位背景的学生追求工程职业道路。它还将提供有关如何激励和提高本科少数族裔工程专业学生的保留率，并增加社会参与工程师的数量的见解。本研究的目标是了解如何框架工程作为一个利他主义（亲社会）的专业影响学生的职业认同发展的低社会经济地位和非洲裔美国人的家庭谁是注册在城市地区的第8 - 10年级在一个主要的农村南部国家。另一个目标是了解在该计划中担任导师如何影响来自类似背景的本科工程专业学生的工程职业身份。学生的焦点人口提供了未来工程师在该地区可用的最大的未开发的来源。在一个迭代的过程中，学生的职业身份从这个人口参与现有的非正式科学，技术，工程和数学（STEM）教育计划将被探讨。这些发现将开发一个为期一年的“帮助你的社区和你的世界"计划，该计划强调工程的社会影响，并提供来自类似背景的本科工程学生导师/榜样。设计和实施这一计划将导致更好地了解职业身份如何为这些学生的发展。这项工作有可能影响进入工程劳动力市场的美国学生的数量和多样性，并促进制造业和STEM劳动力的发展，以及历史上农业经济基础和/或STEM劳动力需求较低的州的经济基础。（或其他多媒体）反思和采访。将通过调查学生对STEM的态度，对STEM能力的信念以及未来学习STEM的意图来收集定量数据。对于定性研究方法，我们将使用非正式的定性研究方法，其重点是团队对访谈数据的理解。将采取以学生为中心的方法，以了解学生如何理解和理解他们的交叉和社会建构的身份。对于新开发的夏令营，将分营前、营中、营后三个阶段进行数据分析。这样做是为了在每个时间点创建学生的职业身份和对工程的看法的快照。这也将有助于研究人员检查和比较他们的定义，目标和身份在整个营地中的变化。然后，每个快照的结果将被折叠在一起，以从数据中识别更大的总体主题。这种方法使我们能够更深入地了解学生自己的意义，使他们的职业身份，因为他们通过该计划的进展，该计划的哪些方面是突出的学生，以及如何干预可以更好地支持学生的身份发展。将对访谈和调查数据进行定性分析和三角测量，以确定数据中的潜在主题和重复模式。研究结果将通过地区教师和校外辅导员的研讨会以及出版物和会议演示等传统机制进行传播。该奖项反映了NSF的法定使命，并被认为值得通过使用基金会的知识价值和更广泛的影响审查标准进行评估来支持。