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

这个项目将通过编辑的音频访谈，把不同工科学生的经历直接带给教师。本科工程教育是工程人才多样化的关键环节。然而，工程教育文化会使许多群体边缘化。教师是这种文化中关键的变革推动者，他们对不同学生的同情和理解对于实现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性的课堂环境。需要更多的资源来帮助培养教师对工程教育中广泛的学生群体的同情和理解。定性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，但研究人员用于传播定性研究的典型长篇期刊出版物并不是一个可访问和引人注目的媒介。为了增加集体影响，需要更容易获得、更创新和更及时的传播战略。播客和YouTube剪辑可以用来传播比书面文本更直接和个性化的研究成果。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体验，并促进对教学和文化的更广泛影响。听音频的教师将有可能获得对学生经历的反思意识，从而激发更具包容性的教室的创建。这种新颖的传播方式将通过创建一个名为“音频包容”（Audio for Inclusion）的广泛传播的播客来维持，该播客由pi主持。该播客将包括本研究中生成的编辑音频文件的最终版本，并将在ASEE多样性委员会的网站和YouTube页面上发布，并纳入研讨会。我们将通过相关组织、校园支持中心、滚雪球式招聘等方式，在全国范围内对具有突出少数民族身份的学生进行邮件招生。在整个研究期间，将对20名学生进行两次访谈，采用半结构化协议，重点关注他们在工程教育方面的经验。采访将被转录，去识别，编辑简洁，并由学生演员重新录制。录制的访谈将通过一份调查分发给100名教师，他们代表了对多样性和包容性主题的熟悉程度。这项调查将促使教师参与者倾听嵌入的学生叙述，并使用李克特式开放式回答问题提供反馈。调查结果将用于观察音频资源对教师对工程多样性、公平性和包容性的看法的影响。本项目将以现有的理论框架为基础，如交叉性、图形世界、叙事和批判理论。这项工作的发现将从三个方面为扩大工程参与的知识库做出贡献：(1)通过对属于少数民族身份群体的学生的经历提供见解；(2)开发一种可访问的资源，以提高教师对工程教育中学生未公开身份和经历的认识和策略；3)通过建立新的研究方法来扩大工程参与；(4)采用创新的传播技术，扩大学生参与声音的影响；(5)为以教师为中心的支持结构的未来发展提供循证基础，以扩大多样性和包容性的概念。该奖项反映了美国国家科学基金会的法定使命，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。

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.