RAPID: Mitigating the Potential Negative Impacts of Involuntary Online Engineering Courses to Diverse Students’ Sense of Belonging

RAPID：减轻非自愿在线工程课程对不同学生的潜在负面影响——归属感

• 批准号: 2037605
• 负责人: Jessica Buckley
• 金额: $ 11.88万
• 依托单位: University of Louisville Research Foundation Inc
• 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: 2020-08-01 至 2024-07-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2037605&HistoricalAwards=false
• 关键词: RAPID; Mitigating; Potential; Negative; Impacts

This project aims to serve the national interest by identifying how the unexpected shift to remote instruction during the COVID-19 pandemic impacts undergraduate engineering students from diverse populations. Specifically, this work focuses on students’ sense of belonging, which is a documented predictor of student success. The rapid transition to remote teaching may result in students facing a “triple threat,” since student’s personal identities, online course formats, and the STEM disciplines themselves each can obstruct development of a sense of belonging in STEM. This treat may be particularly acute for students from racially/ethnically underrepresented populations, first generation students, women, and students from low income backgrounds. The project will carry out its research activities in several online engineering foundations courses that have traditionally been held in-person. Collecting and analyzing data from these courses will be especially important since they generally serve as students’ first postsecondary exposure to engineering and are thus important first steps towards completing an engineering degree. A multi-phase mixed-methods approach will address the following research questions: (a) How do engineering students perceive their sense of belonging in involuntary remote courses and why? (b) What elements of remote engineering courses are most influential for equitably fostering a sense of belonging for all the students? The project will measure sense of belonging with an existing four-item scale for which the institution has historical engineering student responses. Given the importance of examining sense of belonging in the context of an online course, the Community of Inquiry framework, designed to examine key elements of an online course, is also a component of the study. Sources of data will include surveys of first year engineering students, small focus groups with students from populations of interest, and course observations. The study design affords both examination of the overarching relationships among belonging, student identity, and course delivery as well as in-depth understanding of why and how elements of a course relate to students’ sense of belonging. The impacts of the study’s findings include the potential to help campuses mitigate potential threats facing diverse students currently in remote courses because of COVID-19 and to craft future online STEM courses that avoid such threats. This RAPID award is made by the IUSE program in the Division of Undergraduate Education (Education and Human Resources Directorate).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.

该项目旨在通过确定COVID-19大流行期间意外转向远程教学如何影响来自不同人群的本科工程专业学生来服务于国家利益。 具体来说，这项工作的重点是学生的归属感，这是一个记录的预测学生的成功。快速过渡到远程教学可能会导致学生面临“三重威胁”，因为学生的个人身份，在线课程格式和STEM学科本身都可能阻碍STEM归属感的发展。 这种治疗可能是特别严重的学生从种族/民族代表性不足的人口，第一代学生，妇女和低收入背景的学生。 该项目将在传统上亲自举行的几个在线工程基础课程中开展研究活动。 收集和分析这些课程的数据将是特别重要的，因为它们通常作为学生的第一次中学后接触工程，因此是完成工程学位的重要的第一步。一个多阶段的混合方法的方法将解决以下研究问题：（一）工程专业的学生如何看待他们的归属感在非自愿远程课程，为什么？(b)远程工程课程的哪些要素对公平地培养所有学生的归属感最有影响力？ 该项目将衡量归属感与现有的四项规模，该机构有历史工程学生的反应。鉴于在网上课程背景下审查归属感的重要性，旨在审查网上课程关键要素的调查社区框架也是研究的一个组成部分。数据来源将包括对一年级工程专业学生的调查，与感兴趣的学生群体的小型焦点小组，以及课程观察。研究设计提供了既检查归属感，学生身份和课程交付之间的总体关系，以及深入了解为什么以及如何与学生的归属感课程的元素。该研究结果的影响包括可能帮助校园减轻因COVID-19而目前在远程课程中的不同学生面临的潜在威胁，并制定未来的在线STEM课程以避免此类威胁。该RAPID奖由本科教育部（教育和人力资源局）的IUSE计划颁发。该奖项反映了NSF的法定使命，并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，被认为值得支持。

项目成果

WIP: Impacts of COVID-19 on Diverse Engineering Students’ Sense of Belonging

WIP：COVID-19 对不同工程专业学生的影响——归属感

• 发表时间: 2021
• 期刊: ASEE prism
• 作者: Buckley, J. B.

Belonging as a gateway for learning: First‐year engineering students' characterizations of factors that promote and detract from sense of belonging in a pandemic

归属感作为学习的门户：一年级工科学生对大流行病中促进和削弱归属感的因素的描述

• DOI: 10.1002/jee.20529
• 发表时间: 2023
• 期刊: Journal of Engineering Education
• 影响因子: 3.4
• 作者: Buckley, J. B.;Robinson, B. S.;Tretter, T. R.;Biesecker, C.;Hammond, A. N.;Thompson, A. K.
• 通讯作者: Thompson, A. K.