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

教师早期职业发展(Career)计划是国家科学基金会范围内的一项活动，旨在为那些通过杰出的研究、出色的教育以及在其组织使命范围内整合教育和研究而体现教师学者作用的初级教师提供奖励。这个项目的目标是调查本科学习环境如何限制或促进工程和计算机科学专业有色人种学生的伦理、种族和学科身份之间的富有成效的互动。该项目通过在本科生和研究生教育课程中注入研究，并让本科生和研究生参与工作，将研究和教育结合在一起。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强调能够产生该领域基础知识的STEM基础教育研究。通过结合纵向民族志和基于设计的方法，这项研究有助于理解色彩专业的本科生如何体验工程和计算机科学系的文化，同时也探索了认真对待这些学科的伦理和社会文化潜力的新的教育可能性。这项研究的设计部分，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层面和社会正义潜力的新机会。设计实验的经验发现将有助于确定在STEM学习环境中共同培养多个学生身份的设计和教学原则。最后，该项目以独特的概念和方法促进了关于STEM教育公平问题的学术和国家对话。很少有研究考虑伦理认同在工程和计算机科学专业的有色人种学生的体验中的作用，或者考察他们在一个持续的时期和多个背景下的体验。这项研究的发现将有助于STEM中关于身份发展的基础学习科学研究，以及关于如何设计公平的STEM学习环境的知识库。

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.