CAREER: Responsive Support Structures for Marginalized Students: A Critical Interrogation of Navigational Strategies

职业：边缘化学生的响应式支持结构：对导航策略的批判性质疑

• 批准号: 1943811
• 负责人: Walter Lee
• 金额: $ 57.09万
• 依托单位: Virginia Polytechnic Institute and State University
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2020
• 资助国家: 美国
• 起止时间: 2020-05-01 至 2025-04-30
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1943811&HistoricalAwards=false
• 关键词: CAREER; Responsive; Support; Structures; Marginalized

Fostering educational environments that empower every student to access available and necessary resources in their pursuit of undergraduate engineering degrees is a national imperative. To support this goal, colleges and universities provide numerous forms of student support intended to increase the retention and graduation rates of its undergraduate engineering students (e.g., peer mentoring programs). Because of the current lack of diversity in engineering, support often focuses on marginalized groups, such as Black and Latinx students. However, student outcomes and previous research reveals the need for more responsive student support tailored to individual students’ needs. Accordingly, the aim of this CAREER project is to advance the extent to which the engineering education community understands how marginalized students 1) navigate undergraduate engineering programs, and 2) make decisions with respect to seeking help. The study will provide information directly to student support services. By understanding the experiences and decision-making of Black and Latinx students, colleges and universities can support educational environments that are more responsive to the potential diversity of the student populations. The impact of this work will be the more intentional use of university investments and resources focused on broadening participation in engineering.This CAREER award is a multi-case study which seeks to: (1) compare the support systems and navigational strategies across four universities of undergraduate engineering students’ responses to challenging situations (e.g., receiving poor grades, needing a recommendation letter), and (2) critically interrogate the effectiveness and appropriateness of different navigational strategies as defined by the students themselves. Primary data sources include institutional documents (e.g., program descriptions) from academic units and interviews with marginalized students. Data analysis is informed by person-environment fit theory. This project will introduce person-environment fit theory to scholars and practitioners who focus on marginalized students in engineering, and significantly advance fundamental knowledge of the strengths and deficiencies within university support structures and processes. The results of the study will inform the development of Situational Judgement Inventories for undergraduate engineering students, which will be openly shared, and seminars and workshops for educators and administrators.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.

培养教育环境，使每个学生在追求本科工程学位的过程中都能获得可用和必要的资源，这是国家的当务之急。为了实现这一目标，学院和大学提供了多种形式的学生支持，旨在提高工科本科生的保留率和毕业率（例如，同伴指导计划）。由于目前工程领域缺乏多样性，支持往往集中在边缘化群体，如黑人和拉丁裔学生。然而，学生成绩和先前的研究表明，需要针对个别学生的需求提供更多响应性的学生支持。因此，这个CAREER项目的目的是促进工程教育界了解边缘化学生如何1)驾驭本科工程课程，2)做出寻求帮助的决定。这项研究将直接为学生支持服务提供信息。通过了解黑人和拉丁裔学生的经历和决策，学院和大学可以支持更能反映学生群体潜在多样性的教育环境。这项工作的影响将是更有意地利用大学的投资和资源，重点是扩大工程学的参与。这个职业奖是一个多案例研究，旨在：(1)比较四所大学本科工程专业学生对挑战性情况（例如，成绩不佳，需要推荐信）的反应的支持系统和导航策略，以及(2)批判性地询问学生自己定义的不同导航策略的有效性和适当性。主要数据来源包括来自学术单位的机构文件（例如，项目描述）和对边缘化学生的采访。数据分析依据人-环境契合理论。本项目将向关注工程领域边缘学生的学者和实践者介绍人-环境契合理论，并显著提高对大学支持结构和流程的优势和不足的基本认识。研究结果将为工程本科学生的情景判断量表的开发提供信息，该量表将公开共享，并为教育工作者和管理人员举办研讨会和讲习班。该奖项反映了美国国家科学基金会的法定使命，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

(Un)equal demands and opportunities: Conceptualizing student navigation in undergraduate engineering programs

（不）平等的要求和机会：概念化本科工程课程中的学生导航

• DOI: 10.1002/jee.20543
• 发表时间: 2023
• 期刊: Journal of Engineering Education
• 影响因子: 3.4
• 作者: Lee, Walter C.;Hall, Janice L.;Josiam, Malini;Pee, Crystal M.
• 通讯作者: Pee, Crystal M.

Work in Progress: Navigating Undergraduate Engineering as a Woman of Color

正在进行的工作：以有色人种女性的身份引导本科工程

• DOI: 10.1109/fie58773.2023.10343416
• 发表时间: 2023
• 期刊: 2023 IEEE Frontiers in Education Conference (FIE
• 作者: Josiam, Malini;Johnson, Taylor;Ausman, Michelle;Lee, Walter C.
• 通讯作者: Lee, Walter C.

Work in Progress: Development of a Situational Judgment Inventory for Marginalized Student Support

正在进行的工作：为边缘化学生支持制定情境判断清单

• DOI: 10.1109/fie58773.2023.10343415
• 发表时间: 2023
• 期刊: 2023 IEEE Frontiers in Education Conference (FIE
• 作者: Josiam, Malini;Turner, Artre;Lee, Walter C.
• 通讯作者: Lee, Walter C.

“The only difference is now it counts:” Exploring the Role of a Summer Bridge Program in Shaping Student Expectations of Engineering

– 唯一的区别是现在它很重要： – 探索暑期桥梁项目在塑造学生对工程学的期望中的作用

• DOI: 10.18260/1-2--44783
• 发表时间: 2023
• 期刊: 2023 Collaborative Network for Computing and Engineering Diversity (CoNECD
• 作者: Johnson, Taylor;Josiam, Malini;Lee, Walter
• 通讯作者: Lee, Walter

Beyond Selecting a Methodology: Discussing Research Quality, Ethical, and Equity Considerations in Qualitative Engineering Education Research

除了选择方法之外：讨论定性工程教育研究中的研究质量、道德和公平考虑

• 发表时间: 2022
• 期刊: ASEE annual conference exposition
• 作者: Josiam, Malini;Johnson, Taylor;Hall, Janice;Lee, Walter C;Pee, Crystal
• 通讯作者: Pee, Crystal