CAREER: Advancing academic cultures of well-being by understanding professional experiences of engineering faculty

职业：通过了解工程教师的专业经验来推进学术文化的福祉

• 批准号: 2045392
• 负责人: James Huff
• 金额: $ 57.54万
• 依托单位: Harding University Main Campus
• 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: 2021-06-01 至 2026-05-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2045392&HistoricalAwards=false
• 关键词: CAREER; Advancing; academic; cultures; well

In the COVID-19 pandemic, we have all come to recognize the importance of promoting well-being in every facet of life, including and especially in higher education. We recognize that promoting well-being among faculty and students must be a central focus rather than an afterthought of professional education. Accordingly, this project will advance cultures of well-being in engineering education by understanding faculty members’ personal experiences of coping with negative emotions and failure within their professional context. Engineering faculty members are highly influential to students who seek their guidance to understand what it means to become an engineer. Faculty are best positioned to influence equitable, inclusive, and healthy cultures of engineering education when their own emotional needs are met. Therefore, this project will examine how faculty members meet their well-being needs and how they use their influence to nurture or inhibit cultures that allow for engineering students to experience well-being. This project aims to transform how faculty relationally connect with students and other faculty and staff by transforming the ways that they understand themselves. In addition to the research plan, which includes intensive interviews with engineering faculty at multiple institutions, this project will also provide direct training to faculty on coping with failures and preserving a positive professional identity. In line with the PI’s career mission, this project will develop and define a scholarship of care within engineering education research that influences national and local policies of well-being through research-informed insights.Specifically, this project will address two significant gaps in extant literature: 1) the role of failure and negative emotions in facilitating or mitigating cultural patterns of well-being; 2) the complex, dynamic nature of the lived emotional experiences of engineering faculty. This project is organized around the following objectives:Objective 1: Examine social and individual experiences of failure and negative emotions in engineering faculty. Objective 2: Characterize the link between faculty’s emotional experience and their surrounding cultures of well-being. Objective 3: Establish a framework to provide training for engineering programs to establish cultures that support healthy strategies for coping with professional failure. This project will use a qualitative mixed-methods approach that embeds an interpretative phenomenological analysis (IPA) study that examines the lived experiences of professional failure and negative emotions in engineering faculty (Objective 1) within a constructivist grounded theory (CGT) analysis that generates a theoretical model of the relationships between faculty emotional regulation and cultures of well-being (Objective 2). The education plan to develop faculty training on regulating emotions related to professional failure (Objective 3) will be interwoven with the research focus to change cultures of well-being (Objective 2). This study will occur at three purposefully selected institutions and involve 10-12 faculty participants for the IPA study, 18-22 participants that are interviewed twice for the CGT study (36-44 total interviews), and a three-module training series to be delivered at four institutions.This project is jointly funded by Broadening Participation in Engineering (BPE) in the Engineering Education and Centers (EEC) Division of Engineering (ENG), and the Established Program to Stimulate Competitive Research (EPSCoR).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COVID-19疫情下，我们都认识到在生活的各个方面促进福祉的重要性，包括尤其是在高等教育方面。我们认识到，促进教师和学生之间的福祉必须是一个中心焦点，而不是专业教育的事后思考。因此，本项目将通过了解教师在其专业背景下应对负面情绪和失败的个人经历，促进工程教育中的幸福文化。工程教师对寻求指导以了解成为工程师意味着什么的学生具有很大的影响力。教师最有能力影响公平，包容和健康的工程教育文化，当他们自己的情感需求得到满足。因此，该项目将研究教师如何满足他们的幸福需求，以及他们如何利用自己的影响力来培养或抑制文化，让工程专业的学生体验幸福。该项目旨在通过改变教师理解自己的方式，改变教师与学生和其他教师和工作人员的关系。除了研究计划，其中包括密集采访工程教师在多个机构，该项目还将提供直接培训教师应对失败和保持积极的专业身份。根据PI的职业使命，本项目将在工程教育研究中发展和定义一种关怀奖学金，通过研究知情的见解影响国家和地方的福祉政策。具体来说，本项目将解决现存文献中的两个重大空白：1）失败和负面情绪在促进或减轻福祉文化模式中的作用; 2）工科教师生活情感体验的复杂性和动态性。这个项目是围绕以下目标组织的：目标1：检查社会和个人的经验，失败和负面情绪的工程学院。目标2：教师的情感体验和他们周围的幸福文化之间的联系的特点。目标三：建立一个框架，为工程项目提供培训，以建立支持应对专业失败的健康策略的文化。该项目将使用定性混合方法，嵌入解释现象学分析（IPA）研究，研究工程系的专业失败和负面情绪的生活经历（目标1），在建构主义扎根理论（CGT）分析中，产生教师情绪调节和幸福文化之间的关系的理论模型（目标2）。制定教师培训以调节与职业失败有关的情绪的教育计划（目标3）将与改变幸福文化的研究重点（目标2）交织在一起。这项研究将在三个有目的地选择的机构进行，涉及10-12名教师参与IPA研究，18-22名参与者接受两次CGT研究的采访（共36-44次访谈），该项目由工程教育和中心（EEC）的扩大工程参与（BPE）联合资助，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。

项目成果

Workshop: Using Interpretative Phenomenological Analysis to Study Psychological Experience within Engineering Education

研讨会：利用解释现象学分析研究工程教育中的心理体验

• DOI: 10.1109/fie56618.2022.9962480
• 发表时间: 2022
• 期刊: Proceedings of the Frontiers in Education Conferences
• 作者: Huff, James L.;Brooks, Amy
• 通讯作者: Brooks, Amy

Engineering Faculty Members’ Experience of Professional Shame: Summary of Insights from Year 1

工程学院成员的职业耻辱经历：第一年的见解总结

• 发表时间: 2022
• 期刊: Proceedings of the American Society for Engineering Education
• 作者: Huff, James L.;Brooks, Amy
• 通讯作者: Brooks, Amy

Professional shame as a socio-psychological mechanism for marginalization in engineering education.

职业羞耻作为工程教育边缘化的社会心理机制。

• 发表时间: 2021
• 期刊: Proceedings of the Research in Engineering Education Symposium & Australasian Association for Engineering Education Conference
• 作者: Sharbine, Mackenzie B.;Huff, James L.;Sochacka, Nicola W.;Walther, Joachim
• 通讯作者: Walther, Joachim

Special Session: Inhibition to Antiracist Progress – Confronting the Intersection of Shame and Racism in Engineering Education

特别会议：抑制反种族主义进展——直面工程教育中的耻辱与种族主义的交叉点

• DOI: 10.1109/fie56618.2022.9962538
• 发表时间: 2022
• 期刊: Proceedings of the Frontiers in Education Conferences
• 作者: Coley, Brooke C.;Huff, James L.
• 通讯作者: Huff, James L.

Special Session: Fostering Well-Being amid Cycles of Professional Shame in Faculty-Student Interactions

特别会议：在师生互动中的职业耻辱周期中培养幸福感

• DOI: 10.1109/fie49875.2021.9637454
• 发表时间: 2021
• 期刊: 2021 Frontiers in Education Conference
• 作者: Huff, James L.;Turner, Jeannine E.
• 通讯作者: Turner, Jeannine E.