Developing Engineering Instructional Faculty as Leaders of Educational Change at Hispanic-Serving Institutions

发展工程教学人员作为拉美裔服务机构教育变革的领导者

• 批准号: 1953586
• 负责人: Alexandra Strong
• 金额: $ 98.43万
• 依托单位: Florida International University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2020
• 资助国家: 美国
• 起止时间: 2020-06-01 至 2025-05-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1953586&HistoricalAwards=false
• 关键词: Developing; Engineering; Instructional; Faculty; Leaders

With support from the Improving Undergraduate STEM Education: Hispanic-Serving Institutions (HSI Program), this Track 1 project focuses on enabling non-tenure-eligible, instructional faculty to further foster culturally responsive, evidence-based approaches in engineering education at Hispanic Serving Institutions (HSIs). Non-tenure-eligible Engineering Instructional Faculty (EIF) are an under-explored and under-supported population who play a critical role in students’ educational experiences within engineering. With the historical emphasis placed on faculty development and resources for tenure-track faculty, there is an untapped opportunity to amplify the existing efforts of EIF at HSIs to support an increasingly diverse student population. This project seeks to develop EIF as leaders of educational change who embrace and promote the use of culturally responsive, evidence-based instructional practices at HSIs. Towards this end, this project will partner with EIF to design Engineering Leadership Academies (ELA) - a self-sustaining, within- and cross-institutional faculty development model that equips EIF and amplifies their leadership of educational change at HSIs. Through professional development and coaching of approximately 80 EIF, the project will enrich a growing network of educational leaders at HSIs. These EIF will design educational initiatives for their campuses that seek to improve student learning and retention, with the potential to directly impact the education of over 1,800 engineering students throughout the project. In addition, the ELAs and the culminating National ELA conference will expand the reach of the faculty development by including participants from a diverse set of HSIs, including two- and four-year institutions as well as those who receive low levels of NSF funding. This project aims to (1) develop a rich understanding of the perspectives and experiences of EIF at HSIs, (2) define a framework for how to support educational change leadership development of EIF, and (3) identify learning experiences that support EIF leadership development, (4) design and implement ELAs to thereby (5) increase the use of innovative, culturally responsive, evidence-based teaching approaches in engineering education programs at HSIs. This multi-year project will use a variety of qualitative, quantitative, and participatory research methods embedded in a series of action research cycles. Each cycle will enable both the iterative development of the ELA and the inclusion of additional EIF from HSIs nationwide. This research will provide the engineering education and faculty development communities with a deep understanding of an under-explored and under-served population of faculty, specifically EIF at HSIs. The project findings will further expand models for developing teachers-as-leaders and engineering leadership to create a framework for sustainable engineering faculty leadership development. The design and implementation of the ELAs will make visible the features and necessary content of faculty development programs that promote educational leadership and innovation at HSIs. Broader dissemination of the findings at a National ELA Conference will enable EIF participants to share their educational innovations and associated research findings with a growing network of EIFs. The HSI Program aims to enhance undergraduate STEM education and build capacity at HSIs. Projects supported by the HSI Program will also generate new knowledge on how to achieve these aims.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.

在改进的本科生STEM教育：拉美裔服务机构(HSI计划)的支持下，这个Track 1项目专注于使非终身教职的教学人员能够进一步在西班牙裔服务机构(HSI)的工程教育中培养符合文化要求的循证方法。无终身教职资格的工程学教师(EIF)是一群未得到充分开发和支持的群体，他们在学生的工程学教育经历中发挥着关键作用。鉴于历史上对教师发展和终身教职教师资源的重视，HIS有一个尚未开发的机会来扩大EIF的现有努力，以支持日益多样化的学生群体。该项目旨在将EIF发展为教育变革的领导者，接受并促进在HSIS使用符合文化要求的循证教学实践。为此，该项目将与EIF合作设计工程领导学院(ELA)--这是一种自我维持的、内部和跨机构的教师发展模式，它装备了EIF，并增强了他们对高等专科学校教育变革的领导力。通过大约80名EIF的专业发展和培训，该项目将丰富HSIS日益增长的教育领导者网络。这些EIF将为他们的校园设计教育计划，寻求改善学生的学习和留存，有可能在整个项目中直接影响1800多名工程专业学生的教育。此外，ELA和即将召开的全国ELA会议将扩大教师发展的影响范围，包括来自不同HSI的参与者，包括两年制和四年制机构，以及那些接受NSF低水平资助的人。本项目旨在(1)加深对高等专科学校EIF的观点和经验的理解，(2)为如何支持EIF的教育变革领导力发展定义一个框架，以及(3)确定支持EIF领导力发展的学习经验，(4)设计和实施ELA，从而(5)在HIS的工程教育项目中更多地使用创新的、文化响应的、基于证据的教学方法。这个多年项目将使用一系列行动研究周期中嵌入的各种定性、定量和参与性研究方法。每个周期将使ELA的迭代开发和纳入全国范围内的HSI的额外EIF成为可能。这项研究将为工程学教育和教师发展社区提供对未得到充分开发和服务的教师群体的深入了解，特别是在高等商学院的EIF。该项目的发现将进一步扩展发展教师为领导者和工程领导力的模式，以创建可持续的工程学教师领导力发展框架。ELA的设计和实施将使教师发展计划的特点和必要内容清晰可见，这些计划旨在促进高等专科学校的教育领导力和创新。在全国ELA会议上更广泛地传播研究结果将使EIF参与者能够与日益增长的EIF网络分享他们的教育创新和相关的研究成果。HSI计划旨在加强本科生STEM教育和HSI的能力建设。HSI计划支持的项目也将产生关于如何实现这些目标的新知识。该奖项反映了NSF的法定使命，并通过使用基金会的智力优势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

Engineering instructional faculty perceptions of students' background at Hispanic-Serving Institutions

西班牙裔服务机构工程教学人员对学生背景的看法

• DOI: 10.1109/fie49875.2021.9637237
• 发表时间: 2021
• 期刊: 2021 IEEE Frontiers in Education Conference (FIE
• 作者: Bracho Perez, Valerie;Salgado, Henry;Coso Strong, Alexandra;Kendall, Meagan R.
• 通讯作者: Kendall, Meagan R.

PERCEPTIONS OF ENGINEERING FACULTY ON EDUCATIONAL INNOVATION AT HISPANIC-SERVING INSTITUTIONS

工程教师对拉美裔服务机构教育创新的看法

• DOI: 10.1615/jwomenminorscieneng.2021034722
• 发表时间: 2021
• 期刊: Journal of Women and Minorities in Science and Engineering
• 作者: Kendall, Meagan R.;Strong, Alexandra Coso;Henderson, Gemma;Basalo, Ines
• 通讯作者: Basalo, Ines

WIP: Faculty Developers’ perceptions of Engineering Instructional Faculty engagement in instructional professional development at HSIs

WIP：教师开发人员对 HSI 工程教学教师参与教学专业发展的看法

• 发表时间: 2022
• 期刊: ASEE Annual Conference proceedings
• 作者: Bracho Perez, V.;Perez, C. M.;Kendall, M. R.;Henderson, G.
• 通讯作者: Henderson, G.

Motivational Factors Influencing Engineering Faculty's Pursuit of Instructional Faculty Positions at Hispanic-Serving Institutions

影响工程教师在西班牙裔服务机构中追求教学教师职位的动机因素

• DOI: 10.1109/fie49875.2021.9637320
• 发表时间: 2021
• 期刊: 2021 IEEE Frontiers in Education Conference (FIE
• 作者: Urquidi Cerros, Yamile A.;Kayyali, Mais;Kendall, Meagan R.;Coso Strong, Alexandra
• 通讯作者: Coso Strong, Alexandra

Faculty Perceptions Of, and Approaches Towards, Engineering Student Motivation at Hispanic-serving Institutions

教师对西班牙裔服务机构工程学生动机的看法和方法

• 期刊: 2021 ASEE Virtual Annual Conference Content Access Proceedings
• 作者: Henry Salgado;Yamile Urquidi Cerros;Meagan Kendall;Alexandra Strong
• 通讯作者: Alexandra Strong