Collaborative Research: Strategic Course-based Adaptations of an Ecological Belonging Intervention to Broaden Participation in Engineering at Scale

合作研究：基于课程的战略性生态归属干预措施的调整，以扩大工程的大规模参与

• 批准号: 2111513
• 负责人: Allison Godwin
• 金额: $ 47.11万
• 依托单位: Purdue 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: 2021-10-01 至 2025-09-30
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2111513&HistoricalAwards=false
• 关键词: Collaborative; Research; Strategic; Course; based

This project aims to serve the national interest by increasing the number and diversity of engineers produced in the United States. While science overall has made great progress in increasing the participation of women, engineering has made no overall progress in the last 20 years, with women continuing to earn only 20% of engineering bachelor’s degrees each year. Improving retention in the first two years of engineering programs is important in addressing ongoing attrition. In particular, engineering will become more inclusive when the concerns that many students have about feeling alone in thinking they are incapable of mastering the course’s content are addressed. Here, short interventions will be implemented that reveal to students that most of the students in their class have these same concerns, that previous students just like them with similar concerns have successfully completed this coursework, and that their instructor believes they are capable of succeeding. Prior research by the project team using the intervention in first-year courses has shown that these interventions can entirely eliminate course retention differences by gender as well as by race/ethnicity. A new method for customizing this intervention will be developed, tested, and further improved so that it can have similar strong benefits in many different courses and many different universities. Simple interventions that can be easily and scientifically customized to many contexts may have potential for significantly improving engineering outcomes across the United States.This project uses an ecological-belonging intervention approach that only requires a one-class or one-recitation session to implement and has been shown to erase long-standing achievement gaps by gender and race/ethnicity in several introductory STEM courses. However, while simple, the intervention cannot involve a fixed script for different university and course contexts. Rather, the content of the intervention needs to be customized to the local context in order to address the specific concerns students have in that specific context. This project brings a highly interdisciplinary team across three strategically-selected universities with the goal of developing an approach to identify which 1st and 2nd year courses need this intervention, reveal student concerns in that course, adapt the intervention to address those concerns, and address other pragmatic constraints of how that course is taught. This systematic approach also includes processes for onboarding all the instructors of the given course. In answering a set of seven core research questions, the project intends to expand knowledge about 1) where (on which outcome variables), when (in which contexts, for which students), and why the ecological belonging intervention has positive effects, and 2) the extent to which this intervention on its own has measurable impacts on the overall problem of representation in the larger challenge of representation within the large engineering pathways that have struggled with representation. This kind of foundational knowledge is critical to making decisions about when to apply the intervention as well as providing important insights into how to apply the intervention. The NSF IUSE: EHR Program supports research and development projects to improve the effectiveness of STEM education for all students.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.

该项目旨在通过增加在美国生产的工程师的数量和多样性来服务于国家利益。 虽然科学总体上在增加妇女参与方面取得了很大进展，但工程学在过去20年中没有取得全面进展，每年获得工程学士学位的妇女仍然只有20%。在工程项目的前两年提高保留率对于解决持续的流失非常重要。特别是，工程学将变得更具包容性时，许多学生有关于感觉孤独的想法，他们无法掌握课程的内容得到解决。在这里，将实施简短的干预措施，向学生揭示他们班上的大多数学生都有同样的担忧，以前的学生就像他们一样有类似的担忧已经成功完成了这门课程，他们的老师相信他们有能力成功。项目小组在第一年课程中使用干预措施的先前研究表明，这些干预措施可以完全消除性别以及种族/民族的课程保留差异。将开发、测试和进一步改进一种定制这种干预的新方法，以便它在许多不同的课程和许多不同的大学中具有类似的强大效益。简单的干预措施，可以很容易地和科学地定制到许多情况下可能有潜力显着提高工程成果在整个美国。该项目使用的生态归属干预方法，只需要一个类或一个背诵会议来实施，并已被证明消除长期存在的成就差距性别和种族/民族在几个介绍STEM课程。然而，虽然简单，干预不能涉及不同的大学和课程背景的固定脚本。相反，干预措施的内容需要根据当地情况进行定制，以解决学生在特定情况下的具体关切。该项目带来了一个高度跨学科的团队在三个战略选择的大学与开发的方法来确定哪些第一和第二年的课程需要这种干预的目标，揭示学生在该过程中的关注，调整干预，以解决这些问题，并解决该课程如何教授的其他务实的限制。这种系统方法还包括指定课程的所有教员的入职流程。在回答一组七个核心研究问题时，该项目打算扩展以下知识：1）在哪里（取决于哪些结果变量），（在何种背景下，对哪些学生），以及为什么生态归属干预具有积极影响，和2）这种干预本身在多大程度上对整个代表性问题产生了可衡量的影响，工程路径一直在与代表性作斗争。这种基础知识对于决定何时应用干预措施以及提供如何应用干预措施的重要见解至关重要。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。该奖项反映了NSF的法定使命，并且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

Communicating for Belonging in First-Year Engineering

第一年工程中的沟通以获得归属感

• 发表时间: 2023
• 期刊: IEEE International Professional Communication Conference
• 作者: Godwin, A.

Belonging in Engineering for Black, Latinx, and Indigenous Students: Promising Results from an Educational Intervention in an Introductory Programming Course

黑人、拉丁裔和土著学生的工程归属感：编程入门课程的教育干预取得了可喜的成果

• 发表时间: 2023
• 期刊: IEEE transactions on education
• 影响因子: 2.6
• 作者: Godwin, A.;Perkins, H.;DeAngeo, L.;McChesney, E.;Kaufman-Ortiz, K.;Dorvé-Lewis, G.;& Conrique, B.
• 通讯作者: & Conrique, B.

The Process of Building Faculty Buy-in for Course-based Adaptations of an Ecological Belonging Intervention to Transform Engineering Representation at Scale

建立教师对基于课程的生态归属干预的适应过程的认可，以大规模改变工程表征

• 发表时间: 2023
• 期刊: Zone 1 Conference of the American Society for Engineering Education
• 作者: DeAngelo, L. Godwin

Course-based Adaptations of an Ecological Belonging Intervention to Transform Engineering Representation at Scale

基于课程的生态归属干预措施的适应，以大规模改变工程表征

• 发表时间: 2022
• 期刊: ASEE Annual Conference proceedings
• 作者: DeAngelo, L.;Godwin, A.;Binning, K.R.;Buswell, N. T.;Cribbs, J. D.;McGreevy, E.;Schunn, C. D.;Elie, A. K.;Kaufman-Ortiz, K. J.;Conrique, B.
• 通讯作者: Conrique, B.