Connecting Students with Autism to Geographic Information Science & Technology Careers

将自闭症学生与地理信息科学联系起来

• 批准号: 2048937
• 负责人: Jason Painter
• 金额: $ 134.54万
• 依托单位: North Carolina State University
• 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: 2021-07-01 至 2024-06-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2048937&HistoricalAwards=false
• 关键词: Connecting; Students; Autism; Geographic; Information

Students with Autism Spectrum Disorder (ASD) are less likely to start or graduate from a postsecondary educational training program than their peers. Additionally, they are routinely unemployed (or underemployed) as young adults. Consequently, there is an urgent need to create workforce development models that advance ASD students toward viable education and career paths. This project is a three-year project that will motivate and prepare high school students with ASD to enter postsecondary educational training programs and careers in geospatial and data science sectors. Example careers include: surveyor, cartographer, GIS technician, geospatial analyst, Geographic Information Science (GIS) software engineer, GIS project manager, intelligence analyst, remote sensing scientist, and unmanned aerial vehicle operator. The program's goal is to develop an innovative, research-based workforce development model that increases student self-regulation, interest, and motivation and expands students' understanding of Geographic Information Science and workforce development Technology (GIST). The research aim of this project is to generate knowledge about how the design elements of a model intersect with self-regulation constructs among high school students with ASD in face-to-face, online, and hybrid learning contexts. The project will advance the research in the field by facilitating insight into theoretical constructs around self-regulation and connecting conceptual ideas to best STEM education practices for youth with ASD.The project will recruit three cohorts of students (80 total) over three years from the Durham Public Schools district near the Research Triangle Park region of North Carolina. Research efforts will investigate self-regulation among students with ASD in online and hybrid learning settings using a mixed-methods (pre/post surveys, semi-structured interviews, and qualitative observations) approach. Furthermore, the project will utilize a strengths-based approach to enrich STEM education and leverage traits commonly documented among individuals who have the disability. The project will infuse evidence-based practices into GIST-focused distance and hybrid education experiences to investigate self-regulation constructs among the ASD student population. The results will present factors that aid or inhibit student gains while gearing young people toward growing GIST careers. This project is funded by the Innovative Technology Experiences for Students and Teachers (ITEST) program, which supports projects that build understandings of practices, program elements, contexts and processes contributing to increasing students' knowledge and interest in science, technology, engineering, and mathematics (STEM) and information and communication technology (ICT) careers.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.

患有自闭症谱系障碍（ASD）的学生不太可能比同龄人开始或毕业于中学后教育培训计划。此外，他们作为年轻人经常失业（或就业不足）。因此，迫切需要建立劳动力发展模式，推动ASD学生走向可行的教育和职业道路。该项目是一个为期三年的项目，将激励和准备ASD高中学生进入地理空间和数据科学领域的中学后教育培训课程和职业。示例职业包括：测量员、制图员、GIS技术员、地理空间分析员、地理信息科学（GIS）软件工程师、GIS项目经理、情报分析员、遥感科学家和无人驾驶飞行器操作员。该计划的目标是开发一种创新的，以研究为基础的劳动力发展模式，提高学生的自我调节，兴趣和动机，并扩大学生对地理信息科学和劳动力发展技术（GIST）的理解。该项目的研究目的是生成关于模型的设计元素如何与ASD高中生在面对面，在线和混合学习环境中的自我调节结构相交的知识。该项目将通过促进对自我调节理论结构的深入了解，并将概念性想法与ASD青少年的最佳STEM教育实践相结合，推进该领域的研究。该项目将在三年内从北卡罗来纳州研究三角公园附近的达勒姆公立学校区招募三批学生（共80名）。 研究工作将采用混合方法（前/后调查，半结构化访谈和定性观察）方法，调查ASD学生在在线和混合学习环境中的自我调节。此外，该项目将利用基于优势的方法来丰富STEM教育，并利用残疾人中常见的特征。 该项目将注入以证据为基础的实践到GIST为重点的远程和混合教育的经验，调查ASD学生群体之间的自我调节结构。研究结果将提出有助于或抑制学生收益的因素，同时使年轻人对GIST职业生涯的增长。该项目由学生和教师创新技术体验（ITEST）计划资助，该计划支持建立对实践，计划元素，背景和过程的理解的项目，有助于增加学生对科学，技术，工程，信息和通信技术（ICT）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。