Collaborative Research: Increasing Implementation of Proven Inclusivity Practices in Undergraduate Engineering Education

合作研究：在本科工程教育中加强实施经过验证的包容性实践

• 批准号: 2021227
• 负责人: Amy Landis
• 金额: $ 6.17万
• 依托单位: Colorado School of Mines
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2021
• 资助国家: 美国
• 起止时间: 2021-01-01 至 2024-12-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2021227&HistoricalAwards=false
• 关键词: Collaborative; Research; Increasing; Implementation; Proven

This project aims to serve the national interest by helping undergraduate engineering faculty create more inclusive classrooms. It is a collaboration between the University of Pittsburgh, Arizona State University, and Colorado School of Mines. Inclusive teaching practices are known to support increases in student learning and academic performance. However, faculty often struggle to understand how to improve their curriculum, assessment, and instruction to be more inclusive of all learners. This project aims to provide faculty with specific, proven inclusive practices that they can adapt and implement in their classrooms. It will also develop faculty learning communities to support them as they make changes in their teaching. Finally, it will evaluate the impacts of the newly implemented inclusive classroom practices on students and faculty. Results of this project could be transformative for developing undergraduate engineering students' STEM identities, particularly student from groups that are not yet equitably represented in engineering. The project expects to ultimately produce positive outcomes for engineering students, including higher graduation rates. Research supports the claim that inclusive classrooms improve students' learning and academic performance, especially for students from populations that are not equitably represented in STEM. This project seeks to create a professional development initiative that will catalog and encourage implementation of actionable practices for engineering faculty who desire to create more inclusive classrooms. The project team will address two research questions: (1) What are the most effective practices to promote an inclusive engineering classroom? and (2) How do different learning communities foster and support inclusive engineering classrooms? The research team will develop a menu of inclusive classroom practices and a decision matrix to support faculty prioritization of practices to implement in their classes. The team intends to recruit faculty and develop and pilot inclusive classroom learning communities, who will deploy inclusive classroom practices. The project evaluation plan includes assessment of the effectiveness of the inclusive classroom practices based on student and faculty feedback and other assessments. The project will be disseminated through a curated online warehouse of inclusivity practices for multiple engineering disciplines that will be shared across the three universities and at other institutions, including across diversity, equity, and inclusion networks. The implementation of inclusive learning communities in different contexts will be examined to improve understanding of the most effective ways to catalyze and support development of inclusive classrooms. The results of the assessment will inform the academic community and increase the research findings about effective modes of change. The NSF IUSE: EHR Program supports research and development projects to improve the effectiveness of STEM education for all students. Through the Institutional and Community Transformation track, the program supports efforts to transform and improve STEM education across institutions of higher education and disciplinary communities.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.

该项目旨在通过帮助本科工程教师创建更具包容性的教室来服务于国家利益。这是匹兹堡大学、亚利桑那州立大学和科罗拉多矿业学院之间的合作。众所周知，包容性教学做法有助于提高学生的学习和学业成绩。 然而，教师往往很难理解如何改进他们的课程，评估和指导，以更包容所有学习者。 该项目旨在为教师提供具体的，经过验证的包容性做法，他们可以在课堂上适应和实施。 它还将发展教师学习社区，以支持他们，因为他们在他们的教学变化。 最后，它将评估新实施的包容性课堂实践对学生和教师的影响。 这个项目的结果可能是革命性的发展本科工程专业学生的STEM身份，特别是学生群体尚未在工程公平代表。该项目预计最终将为工程专业学生带来积极成果，包括更高的毕业率。研究支持这样一种说法，即包容性课堂可以提高学生的学习和学业成绩，特别是对于那些在STEM中没有得到公平代表的学生。该项目旨在创建一个专业发展计划，该计划将为希望创建更具包容性的教室的工程教师编制目录并鼓励实施可操作的实践。项目组将解决两个研究问题：（1）促进包容性工程课堂的最有效做法是什么？以及（2）不同的学习社区如何促进和支持包容性工程教室？ 研究团队将制定一个包容性的课堂实践菜单和决策矩阵，以支持教师优先考虑在课堂上实施的实践。该团队打算招聘教师，开发和试点包容性课堂学习社区，他们将部署包容性课堂实践。项目评估计划包括根据学生和教师的反馈和其他评估，对包容性课堂做法的有效性进行评估。该项目将通过一个针对多个工程学科的包容性实践的策划在线仓库进行传播，这些实践将在三所大学和其他机构中共享，包括在多样性，公平性和包容性网络中共享。将审查在不同情况下实施包容性学习社区，以提高对促进和支持包容性教室发展的最有效方法的理解。评估结果将为学术界提供信息，并增加有关有效变革模式的研究成果。NSF IUSE：EHR计划支持研究和开发项目，以提高所有学生STEM教育的有效性。通过机构和社区转型的轨道，该计划支持的努力，以改变和改善高等教育机构和学科社区的STEM教育.这个奖项反映了NSF的法定使命，并已被认为是值得通过使用基金会的智力价值和更广泛的影响审查标准进行评估支持.