CAREER: Disrupting the Status Quo Regarding Who Gets to be an Engineer

职业：打破关于谁能成为工程师的现状

基本信息

批准号：
2042377
负责人：
Jeremi London
金额：
$ 58.06万
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：
2021
资助国家：
美国
起止时间：
2021-03-01 至 2026-02-28
项目状态：
未结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=2042377&HistoricalAwards=false
关键词：
CAREER Disrupting Status Quo Regarding

项目摘要

While there has been extensive research on the barriers Black and brown students face as they strive to participate in engineering education and the workforce, there is less scholarship on solutions for addressing this complex challenge. One reason for this is because the scholarship on how change happens in engineering education tends to focus on course content and classroom instruction. Unfortunately, such findings do not easily lend themselves to value-laden, systemic issues like diversity, equity, and inclusion (DEI). Fortunately, some Colleges of Engineering (COEs) throughout the U.S. have adopted change strategies that have resulted in consistently being named among the top-ten producers of Black and brown engineers. This project is motivated by a desire to learn from and follow their example. This CAREER project will disrupt the status quo regarding who gets to be an engineer by investigating five COEs that have significantly changed the face of engineering over the last 20 years. This project will: (1) Advance our understanding of the change strategies that exemplary COEs have used to improve Black and brown students’ access to engineering education and careers; (2) Identify evidence-based models for broadening participation of underrepresented racial/ethnic groups in engineering; and (3) Set COEs on a path to parity, such that the student body demographics in COEs across the country reflect the racial/ethnic makeup of the nation.Using Kotter’s Leading Change Model and Acker’s Inequality Regimes as a framework, this multi-case study will investigate how exemplary COEs envisioned, implemented, and institutionalized changes that influenced Black and brown students’ access to engineering. The five COEs that will be investigated are: Florida International University, Morgan State University, University of Central Florida, University of Maryland-Baltimore County, and University of Maryland-College Park. Given variations in the types of universities included in the research design, comparing and contrasting insights that emerge from each case will enable the PI to understand the conditions for change. The use of a research study design that relies on both qualitative and quantitative data will produce complementary forms of evidence on what promotes and impedes progress in this context. The research outcomes will include: (1) impact narratives that document concrete examples of how to expand who gets to be an engineer; and (2) a model for broadening participation informed by a cross-case analysis of these exemplars. Furthermore, this timely work focuses on the need to leverage talent from every demographic to diversify the engineering workforce and improve the lived experiences of minoritized groups. The educational outcomes will include: an Impact Playbook that translates the research into actionable strategies; a graduate course for future engineering faculty designed around each of the cases; a townhall discussion among associate professors; sharing insights with ASEE’s Engineering Deans Council; and a partnership with Virginia Tech’s (VT) College of Engineering and College of Science to build capacity among its leaders to envision and enact sustainable changes that promote DEI on VT’s campus. This CAREER project has the potential to reshape how COEs approach their DEI efforts, and increase the likelihood of long-term success. The proposed activities are designed to foster a network of STEM leaders motivated to envision and enact sustainable, scalable changes that expand who gets to be an engineer at their institution.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.

尽管黑人和棕色学生努力参加工程教育和劳动力的障碍已经进行了广泛的研究，但解决这一复杂挑战的解决方案的奖学金较少。原因之一是因为关于工程教育中变革如何发生的科学往往专注于课程内容和课堂教学。不幸的是，这样的发现并不容易使自己有价值的，诸如多样性，公平和包容（DEI）之类的系统性问题。幸运的是，整个美国的一些工程学院（COE）采用了变更策略，导致在黑人和棕色工程师的顶级生产商中始终被任命。该项目的激励是出于学习和效法他们的榜样的愿望。这个职业项目将通过调查过去20年来大大改变了工程技术的五个COE来破坏有关谁成为工程师的现状。该项目将：（1）提高我们对示例性COE的变化策略的理解，以改善黑人和棕色学生获得工程教育和职业的机会；（2）确定基于证据的模型，以扩大代表性不足的种族/种族在工程中的参与；（3）将Coes设置为均等的道路，使全国的COES学生人口统计反映了国家的种族/族裔构成。利用Kotter的领先变革模式和Acker的不平等制度作为框架，这项多案例研究将研究对影响，实施，实施，机构化的黑人和布朗学生的典范研究，以调查如何进行典范的COES，以实现黑人和布朗学生的访问。将要进行调查的五个COE是：佛罗里达国际大学，摩根州立大学，中央佛罗里达大学，马里兰州 - 巴尔蒂莫尔大学和马里兰州大学 - 哥伦比亚大学公园。考虑到研究设计中包括的大学类型的变化，比较和对比的每种情况中出现的见解将使PI能够了解变化的条件。依靠定性和定量数据的研究设计的使用将产生有关在这种情况下促进和阻碍进步的完整证据。研究成果将包括：（1）影响叙述，记录了如何扩展谁成为工程师的具体示例；（2）通过对这些示例的跨案例分析得出的扩展参与模型。此外，这项及时的工作着重于利用每个人群的人才来多样化工程劳动力并改善少数群体的现场体验。教育结果将包括：一本影响剧本，将研究转化为可行的策略；围绕每种情况设计的未来工程教师的研究生课程；副教授之间的联排厅讨论；与ASEE的工程院长委员会分享见解；以及与弗吉尼亚理工大学（VT）工程学院和科学学院的合作伙伴关系，以在其领导者之间建立能力，以设想和实施可持续变化，从而在VT的校园内促进DEI。这个职业项目有可能重塑Coes如何处理他们的DEI努力，并增加长期成功的可能性。拟议的活动旨在促进一个动机的STEM领导网络，该网络促进并实施可持续的，可扩展的变化，扩大了谁成为其机构的工程师。该奖项反映了NSF的法定任务，并被认为是通过基金会的知识分子和更广泛的影响来评估的，并被认为是珍贵的支持。