Identifying Marginalization and Allying Tendencies to Transform Engineering Relationships

识别边缘化和结盟趋势以转变工程关系

• 批准号: 1936778
• 负责人: Alice Pawley
• 金额: $ 63.04万
• 依托单位: Purdue University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2019
• 资助国家: 美国
• 起止时间: 2019-10-01 至 2024-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1936778&HistoricalAwards=false
• 关键词: Identifying; Marginalization; Allying; Tendencies; Transform

Teamwork is critical to engineering professional work. While some aspects of helping engineering students learn how to work in teams are well understood and incorporated into instructional tools, others are poorly handled, such as helping teams learn how to address implicit and explicit marginalization amongst teammates. As in other areas of social life, teams can have teammates that engage in marginalizing behavior towards other teammates, particularly those from underrepresented populations; this can be detrimental to the work of the team and potentially damaging to the individuals being marginalized. It is particularly important for instructors of large undergraduate courses to have tools that will make peer-peer or instructor-peer marginalization identifiable at the classroom level so that they can interrupt discriminatory or marginalizing behavior amongst teammates, and to help teammates learn how to interrupt others' marginalizing behavior when instructors are not around. This will help better prepare students for a diverse engineering workforce. The workplace requires engineers to work together to solve important problems that need the intellectual contributions of each team member. Therefore, engineers need to know how to self-correct when teammates marginalize other team members. Instructors and researchers need better insights on how to detect, manage, and study marginalizing interactions to improve team experiences for all team members. Existing research on teamwork, even that focused on engineering students, has tended to focus on retrospective survey data reported by teammates, not live classroom observation. The goal of I-MATTER (Identifying Marginalization and Allying Tendencies to Transform Engineering Relationships) is to develop a theoretically and empirically grounded framework and tool to help instructors of large classrooms identify teams engaging in marginalizing behaviors. This framework and tool will be developed through classroom observation of large first-year engineering courses at a predominantly white university, interviews with groups of underrepresented students, interviews with instructors, and a study featuring qualitatively-analyzed diaries produced by students from underrepresented populations. Findings will be incorporated into an observation tool for instructors of large classes, and into a modification of a web-hosted instrument called CATME which measures behaviors necessary for effective team functioning. A field-tested instrument for classroom observation will provide a research infrastructure and a protocol for identifying suspected marginalization of students, and will enable large-scale improvements for peer evaluation in engineering courses. The diverse networks of the research team and the extensive use of the CATME system will facilitate widespread dissemination of the research to influence instructors to support the goal of broadening participation in engineering.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.

团队合作对工程专业工作至关重要。虽然帮助工程专业学生学习如何在团队中工作的一些方面得到了很好的理解并被纳入教学工具，但其他方面处理得很差，例如帮助团队学习如何解决队友之间的隐性和显性边缘化。与社会生活的其他领域一样，团队中的队友可能会对其他队友采取边缘化行为，特别是那些来自代表性不足人群的队友;这可能不利于团队的工作，并可能对被边缘化的个人造成损害。对于大型本科课程的教师来说，拥有能够在课堂上识别同伴或同伴边缘化的工具尤为重要，这样他们就可以中断队友之间的歧视或边缘化行为，并帮助队友学习如何在教师不在身边时中断他人的边缘化行为。这将有助于学生更好地为多样化的工程劳动力做好准备。工作场所要求工程师们共同努力，解决需要每个团队成员智力贡献的重要问题。因此，工程师需要知道如何在队友边缘化其他团队成员时进行自我纠正。教师和研究人员需要更好地了解如何检测、管理和研究边缘化交互，以改善所有团队成员的团队体验。现有的关于团队合作的研究，即使是针对工科学生的研究，也往往集中在队友报告的回顾性调查数据上，而不是现场课堂观察。I-MATTER（识别边缘化和结盟趋势以转变工程关系）的目标是开发一个理论和经验基础的框架和工具，以帮助大型教室的教师识别参与边缘化行为的团队。这个框架和工具将通过在一所以白色为主的大学的大型一年级工程课程的课堂观察，与代表性不足的学生群体的访谈，与教师的访谈，以及一项研究，具有代表性不足的人口的学生制作的定性分析日记。调查结果将被纳入一个观察工具，为教师的大班，并到修改的网络托管的仪器称为CATME的措施，有效的团队运作所需的行为。一个经过实地测试的课堂观察工具将提供一个研究基础设施和一个协议，以确定可疑的边缘化学生，并将能够大规模改善工程课程的同行评价。研究团队的多样化网络和CATME系统的广泛使用将促进研究的广泛传播，以影响教师，支持扩大工程参与的目标。该奖项反映了NSF的法定使命，并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，被认为值得支持。

项目成果

“I Don’t Like Thinking About this Stuff”: Black and Brown Student Experiences in Engineering Education

“我不喜欢思考这些东西”：黑人和棕色人种学生在工程教育中的经历

• 发表时间: 2022
• 期刊: 2022 ASEE Annual Conference & Exposition
• 作者: Grant, Janelle;Masta, Stephanie;Dickerson, Darryl;Pawley, Alice L.;Ohland, Matthew W.
• 通讯作者: Ohland, Matthew W.

Instructors' understanding of teaching first-year engineering teaming: characterization and redirection

教师对一年级工程团队教学的理解：特征描述和重定向

• 发表时间: 2023
• 期刊: Conference Proceedings 2023 Canadian Engineering Education Association - Association canadienne de l'éducation en génie
• 作者: Pawley, Alice L.;Margherio, Cara;Masta, Stephanie;Dickerson, Darryl;Ohland, Matthew W.
• 通讯作者: Ohland, Matthew W.

Making Engineering Education More Inclusive Through the Power of Defaults

通过默认的力量使工程教育更具包容性

• DOI: 10.1109/fie58773.2023.10343085
• 发表时间: 2023
• 期刊: 2023 IEEE Frontiers in Education Conference
• 作者: Ohland, Matthew W.;Dickerson, Darryl;Masta, Stephanie;Pawley, Alice L.
• 通讯作者: Pawley, Alice L.

On Faculty Responsibility for Increasing Students’ Sense of Support in the Classroom: Lessons from I-MATTER about Black and Brown Students

论教师对增加学生数量的责任——课堂上的支持感：来自 I-MATTER 关于黑人和棕色人种学生的教训

• 发表时间: 2024
• 期刊: 2023 ASEE Annual Conference and Exposition
• 作者: Masta, Stephanie;Grant, Janelle;Margherio, Cara;Dickerson, Darryl;Ohland, Matthew W.;Pawley, Alice L.
• 通讯作者: Pawley, Alice L.

How Can We Identify Teams at Risk of Marginalizing Minoritized Students, at Scale?

我们如何识别面临大规模边缘化少数族裔学生风险的团队？

• 发表时间: 2021
• 期刊: ASEE Annual Conference proceedings
• 作者: Dickerson, Darryl A. Masta;Masta, Stephanie;Ohland, Matthew W.;Pawley, Alice L.
• 通讯作者: Pawley, Alice L.