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

在改善本科STEM教育的支持下：西班牙裔服务机构（HSI计划），这个轨道1项目的重点是使非终身制资格的教学教师能够进一步促进西班牙裔服务机构（HSI）工程教育中的文化响应，循证方法。非终身制资格的工程教学教师（EIF）是一个开发不足和支持不足的人群，他们在学生的工程教育经验中发挥着关键作用。随着历史上的重点放在教师发展和终身教职的资源，有一个未开发的机会，以扩大在HSIs的EIF现有的努力，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，他们接受并促进在HSI使用文化敏感，基于证据的教学实践。为此，该项目将与EIF合作设计工程领导学院（ELA）-一个自我维持的，内部和跨机构的教师发展模式，装备EIF，并放大他们在HSIs的教育变革的领导力。通过对大约80名EIF的专业发展和辅导，该项目将丰富HSI不断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，旨在提高学生的学习和保留率，并有可能直接影响整个项目中1，800多名工程专业学生的教育。此外，ELA和最终的全国ELA会议将扩大教师发展的范围，包括来自不同的HSIs的参与者，包括两年制和四年制机构以及那些获得低水平NSF资金的人。该项目旨在（1）在HSIs中对EIF的观点和经验进行丰富的理解，（2）确定如何支持EIF的教育变革领导力发展的框架，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）增加使用创新的，文化敏感的，HSI工程教育项目中的循证教学方法。这个多年期项目将使用各种定性，定量和参与性的研究方法嵌入一系列的行动研究周期。每个周期都将使ELA的迭代开发和从全国范围内的HSIs纳入额外的EIF成为可能。这项研究将为工程教育和教师发展社区提供深入了解未充分开发和服务不足的教师群体，特别是HSI的EIF。该项目的研究结果将进一步扩大发展教师作为领导者和工程领导力的模式，为可持续的工程教师领导力发展创建一个框架。ELAs的设计和实施将使促进HSIs教育领导力和创新的教师发展计划的特征和必要内容变得可见。在全国ELA会议上更广泛地传播研究结果将使EIF参与者能够与不断增长的EIF网络分享他们的教育创新和相关研究成果。HSI计划旨在加强本科STEM教育，并建立HSI的能力。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。

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.