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Research Initiation: Reimagining Engineering Societies and Organizations to Support Participation of Women and Underrepresented Minority Students

研究启动：重新构想工程协会和组织以支持女性和代表性不足的少数族裔学生的参与

基本信息

批准号：
1830836
负责人：
Harriet Nembhard
金额：
$ 20万
依托单位：
Oregon State 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：
2018-09-15 至 2023-08-31
项目状态：
已结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=1830836&HistoricalAwards=false
关键词：
Research Initiation Reimagining Engineering Societies

项目摘要

Student participation in disciplinary Engineering Societies and Organizations have long been a significant facet of co-curricular activities. The co-curricular experiences are often a gateway to much good such as career placement, international travel, and the general accrual of social and cultural capital in engineering contexts. Successful students seem to "find their way" and come to belong as members of the organization and ultimately members of a discipline. But these opportunities are not always available in an equitable manner. And although roughly one third of all engineering students participate in these organizations, women and underrepresented minority students face a number of unique challenges regarding their involvement in them. Put differently, it may be fair to say that the same students who stand to gain the most from participating in these Engineering Societies and Organizations are the very students who participate in them at the lowest levels. Therefore, it is critical that stakeholders in student success are equipped with the knowledge and skills needed to enact and sustain positive change and inclusive excellence in these Engineering Societies and Organizations. This project therefore addresses two key aims. First, this work explores issues surrounding participation of women and underrepresented minority students in Engineering Societies and Organizations. Gaining a deeper understanding of the way individuals interact with and come to belong within an organization can mitigate barriers to participation and engagement with the profession. Second, this project introduces the Principal Investigator into the field of engineering education research, catalyzing a new and innovative research enterprise at the intersection of student retention, professional development, and organizational change. This project offers a holistic view of the landscape of Engineering Societies and Organizations as well as an in-depth understanding of the learning that takes place within these organizations and how that supports or hinders student participation and belonging. To meet the research aim, an embedded case study design is used to investigate the interactions between student perceptions of engineering societies and organizations, the practices and policies of those organizations, and the broader institutional context of the school of Mechanical, Industrial, and Manufacturing Engineering at Oregon State University. The research takes places over two years, with Year 1 designed to explore student perspectives through interviews and surveys while honing the in-depth data collection approach employed in Year 2. Data collection in Year 2 represents a "deep dive" approach, which entails conducting qualitative interviews with faculty advisors and student members; collecting documents and artifacts relevant to given organizational practices and culture (i.e., ways of thinking, knowing, and doing); and conducting ethnographically-informed observations of meetings and events. While the case study methodology offers a rich, nuanced understanding of ecosystem at the research site, the mentoring aim runs parallel to the research, with co-PIs providing scaffolded learning opportunities with a range of qualitative methods. To then meet the mentoring aim, this project leverages a theoretical model of mentoring in which professional development is considered along both Career and Psychosocial dimensions. The project team leverages this model to introduce the Principal Investigator to the field of engineering education, provide support in the conduct of innovative research, and create a network of educators invested in cultivating inclusive climates in co-curricular spaces in engineering. Throughout the project, the Principal Investigator gains exposure to and experience with rigorous engineering education methodologies while also receiving guidance and mentoring regarding ways to apply findings in practice. Taken together, this project enhances understanding of institutional and organizational approaches to broadening participation in ESOs, and empowers a new research enterprise to drive positive educational change through the sustained practice of engineering education research.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.

学生参与学科工程社团和组织长期以来一直是课外活动的一个重要方面。共同课程的经验往往是一个大门，很多好，如职业安置，国际旅行，以及社会和文化资本在工程背景下的一般应计。成功的学生似乎“找到了自己的路”，并成为组织的成员，最终成为一门学科的成员。但是，这些机会并不总是以公平的方式提供。虽然大约三分之一的工程专业学生参加了这些组织，但妇女和代表性不足的少数民族学生在参与这些组织方面面临着一些独特的挑战。换句话说，可以公平地说，那些从参加这些工程学会和组织中获得最多好处的学生，正是那些在最低水平上参加这些学会和组织的学生。因此，至关重要的是，学生成功的利益相关者都具备必要的知识和技能，以制定和维持这些工程学会和组织的积极变化和包容性卓越。因此，该项目涉及两个关键目标。首先，这项工作探讨了妇女和代表性不足的少数民族学生参与工程学会和组织的问题。更深入地了解个人与组织互动并归属于组织的方式可以减少参与和参与专业的障碍。其次，该项目将首席研究员引入工程教育研究领域，在学生保留，专业发展和组织变革的交叉点催化一个新的创新研究企业。该项目提供了工程学会和组织景观的整体视图，以及深入了解这些组织内发生的学习以及如何支持或阻碍学生的参与和归属感。为了满足研究目标，嵌入式案例研究设计是用来调查学生的工程社团和组织，这些组织的做法和政策的看法之间的相互作用，以及更广泛的制度背景下的机械，工业和制造工程学院在俄勒冈州州立大学。该研究为期两年，第一年旨在通过访谈和调查探索学生的观点，同时磨练第二年采用的深入数据收集方法。第二年的数据收集代表了一种“深入”的方法，这需要与教师顾问和学生成员进行定性访谈;收集与给定组织实践和文化相关的文件和工件（即，思维、认知和行为方式）;并对会议和活动进行人种学上的观察。虽然案例研究方法提供了一个丰富的，细致入微的了解生态系统在研究现场，指导的目的是平行的研究，与合作PI提供脚手架学习机会与一系列定性方法。然后，以满足辅导的目标，该项目利用了理论模型的辅导，其中专业发展被认为是沿着职业和心理社会层面。项目团队利用这一模式将首席研究员引入工程教育领域，为开展创新研究提供支持，并创建一个教育工作者网络，致力于在工程学的课外空间中培养包容性气候。在整个项目中，首席研究员获得了严格的工程教育方法的接触和经验，同时还获得了有关如何在实践中应用研究结果的指导和辅导。总之，这个项目提高了对扩大参与ESO的机构和组织方法的理解，并授权一个新的研究企业通过工程教育研究的持续实践来推动积极的教育变革。这个奖项反映了NSF的法定使命，并通过使用基金会的智力价值和更广泛的影响审查标准进行评估，被认为值得支持。