Collaborative Research: Audio for Inclusion: Uncovering Marginalized Student Narratives to Provide Insight to Faculty on the Known Unknowns of Inclusion

该项目将通过编辑的音频采访将不同工科学生的经验直接带给教职员工。本科工程教育是工程劳动力多样化的关键环节。然而，工程教育文化可能会边缘化许多群体。在这种文化中，教师是关键的变革推动者，他们对不同学生的同理心和理解对于推动和促进全纳教育至关重要。然而，教师可能没有意识到学生的不同观点，即使是善意的教师也可能无法创造包容的课堂环境。在工程教育中，需要更多的资源来帮助培养教师的同理心和对广泛的学生群体的理解。质的研究为集中学生的声音和经验提供了一个很有前途的工具，但研究人员用来传播质的研究的典型的长篇期刊出版物并不是一个容易接触和令人信服的媒介。为了增加集体影响，需要更容易获得、更具创新性和更及时的传播战略。与书面文本相比，播客和YouTube剪辑可以更直接、更个性化地传播研究成果。在这项研究中，我们将以这些音频格式为媒介，与教师分享不同的学生经验，并促进对教育学和文化的更广泛影响。聆听音频的教职员工将有可能对学生的经历进行反思，从而创造出更具包容性的课堂。这一新的传播方法将通过创建一个广泛传播的播客得到维持，该播客由私人投资机构主持，名为Audio for Include。该播客将包括在这项研究中生成的编辑音频文件的最终版本，并将位于ASEE多样性委员会的网站和YouTube页面上，并纳入工作室。我们将通过相关组织、校园支持中心和滚雪球招聘中心分发的电子邮件，在全国范围内招募具有显著小众身份的学生。二十(20)名学生将在整个研究期间接受两次访谈，采用半结构化方案，重点介绍他们在工程教育方面的经验。采访将被转录、去身份、编辑以求简洁，并由学生演员重新录制。录音访谈将通过向100名教职员工分发的调查来传播，这些教职员工代表了对多样性和包容性主题的一系列熟悉程度。这项调查将促使教师参与者倾听嵌入的学生叙述，并使用利克特类型和开放式回答问题提供反馈。调查结果将被用来观察音频资源对教师对工程专业多样性、公平性和包容性的看法的影响。这个项目将以现有的理论框架为基础，如交叉性、图形世界、叙事和批判性理论。这项工作的结果将从三个方面为扩大工程学参与的知识库做出贡献：(1)通过提供对属于微型身份群体的学生的经历的洞察；(2)开发一个可访问的资源，以提高教师对工程教育中学生未公开身份和经验的纳入的知识和策略；(3)通过建立一种新的研究方法来扩大对工程学的参与；(4)通过采用创新的传播技术，扩大学生参与者的声音的影响；以及(5)通过为未来发展以教师为中心的支持结构提供循证基础，这些支持结构与扩大多样性和包容性的概念有关。该奖项反映了NSF的法定使命，并通过使用基金会的智力优势和更广泛的影响审查标准进行评估，被认为值得支持。

This project will bring the experiences of diverse engineering students directly to faculty through edited audio interviews. Undergraduate engineering education is a critical juncture in the diversification of the engineering workforce. However, engineering educational culture can marginalize many groups. Faculty are key change agents in this culture, and their empathy and understanding for diverse students are critical for enabling and promoting inclusive education. However, faculty may not be aware of diverse student perspectives, and even well-intentioned faculty may fall short of creating inclusive classroom environments. More resources are needed to help develop faculty empathy and understanding for a broad range of student populations in engineering education. Qualitative research presents a promising tool for centering the voices and experiences of students, but researchers’ typical long form journal publications for disseminating qualitative research are not an accessible and compelling medium. To increase collective impact, more accessible, innovative, and timely dissemination strategies are needed. Podcasts and YouTube clips can be used to disseminate research findings with more immediacy and personalization than written text. In this study, we will feature these audio formats as media to share diverse student experiences with faculty and to facilitate a broader impact on pedagogy and culture. Faculty who listen to the audio will have the potential to gain reflective awareness of student experiences that provoke the creation of more inclusive classrooms. This novel dissemination approach will be sustained through the creation of a widely distributed podcast called Audio for Inclusion, hosted by the PIs. This podcast will include the final versions of edited audio files generated in this study and will be located on the ASEE Diversity Committee’s web and YouTube pages, and incorporated into workshops.We will conduct a nationwide recruitment of students with salient minoritized identities via email distributed through relevant organizations, campus support centers, and snowball recruitment. Twenty (20) students will be interviewed twice throughout the duration of the study using a semi-structured protocol that focuses on their experiences in engineering education. Interviews will be transcribed, de-identified, edited for conciseness, and re-recorded by student actors. Recorded interviews will be disseminated using a survey distributed to 100 faculty members who represent a range of familiarity with diversity and inclusion topics. This survey will prompt faculty participants to listen to embedded student narratives and provide feedback using Likert-type and open-ended response questions. Survey results will be used to observe the impact of the audio resources on faculty views of diversity, equity, and inclusion in engineering. This project will be informed by existing theoretical frameworks such as intersectionality, figured worlds, narrative, and critical theorizing. Findings from this work will contribute to the knowledge base on broadening participation in engineering in three ways: (1) by providing insights into the experiences of students belonging to minoritized identity groups; (2) by developing an accessible resource for improving faculty knowledge of and strategies for promoting the inclusion of students’ undisclosed identities and experiences in engineering education; 3) by establishing a novel research approach to broaden participation in engineering; (4) by employing innovative dissemination techniques that expand the impact of student participant voices; and (5) by contributing to evidence-based foundations for the future development of faculty-centered support structures related to expanding concepts of diversity and inclusion.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.