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

合作研究：包容性音频：揭示边缘化学生的叙述，为教师提供有关包容性已知未知的见解

• 批准号: 2114241
• 负责人: Stephen Secules
• 金额: $ 27.06万
• 依托单位: Florida International 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: 2021-08-15 至 2025-07-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2114241&HistoricalAwards=false
• 关键词: Collaborative; Research; Audio; Inclusion; Uncovering

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. This study 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.The project 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.

该项目将通过编辑的音频访谈将潜水员工程学生的经验直接带到教师。本科工程教育是工程劳动力多元化的关键关键。但是，工程教育文化可以使许多群体边缘化。教师是这种文化中的关键变革推动者，他们对潜水员学生的同理心和理解对于启用和促进包容性教育至关重要。但是，教师可能不知道潜水员的学生观点，即使是善意的教师也可能没有创造包容性的课堂环境。需要更多的资源来帮助建立教师的同理心和理解，以了解工程教育领域的各种学生人群。定性研究提出了一种有前途的工具，用于居中学生的声音和经历，但是研究人员的典型长形式期刊出版物用于传播定性研究并不是一种易于访问且引人注目的媒介。为了增加集体影响，需要采取更容易获得，创新和及时的传播策略。播客和YouTube剪辑可用于传播比书面文本更直接和个性化的研究结果。这项研究将以这些音频格式为媒体，以与教师分享潜水员的学生体验，并促进对教学法和文化的更广泛影响。听听音频的教师将有潜力获得对学生体验的反思性认识，这会激发更多包容性教室的创造。这种新颖的传播方法将通过创建一个由PIS托管的广泛分布的播客来维持。该播客将包括本研究中生成的编辑音频文件的最终版本，并将位于ASEE多样性委员会的网络和YouTube页面上，并将其纳入研讨会。该项目将通过在整个相关组织，校园支持中心和雪球招聘中分配的电子邮件进行全国范围的招聘，这些学生在全国范围内招聘具有正式少数身份的学生。在整个研究期间，将使用半结构化协议对二十（20）名学生进行两次采访，该协议的重点是他们在工程教育方面的经验。访谈将被抄录，取消识别，为简洁而编辑，并由学生演员重新录制。记录的访谈将使用分发给100名教职员工的调查来传播，这些调查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聆听嵌入式学生的叙述，并使用Likert类型和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工程中多样性，公平和包容的教师观点的影响。该项目将由现有的理论框架（例如交叉性，人物世界，叙事和批判理论化）告知。这项工作的发现将有助于以三种方式扩大工程学的知识基础：（1）通过对属于少数化身份群体的学生的经验提供见解； （2）开发一种可访问的资源，以提高教师知识和策略，以促进学生在工程教育中的未公开身份和经验； 3）建立一种新型的研究方法来扩大参与工程的参与； （4）采用创新的传播技术来扩大学生参与声音的影响； （5）通过为以教师为中心的支持结构的未来发展做出贡献，与扩大多样性和包容性概念有关。该奖项反映了NSF的法定使命，并认为值得通过基金会的知识分子优点和更广泛的影响审查标准通过评估来进行评估。

项目成果

What Research Can DO: Rethinking Qualitative Research Designs to Promote Change Towards Equity and Inclusion

研究可以做什么：重新思考定性研究设计以促进公平和包容性的变革

• 发表时间: 2023
• 期刊: Studies in engineering education
• 作者: Secules, Stephen;McCall, Cassandra
• 通讯作者: McCall, Cassandra

Audio Dissemination for Qualitative and Broadening Participation Research: Lessons Learned and Future Possibilities

用于定性和扩大参与研究的音频传播：经验教训和未来的可能性

• 发表时间: 2022
• 期刊: American Society for Engineering Education Annual Conference
• 作者: Secules, Stephen;Kali, Maimuna Begum;McCall, Cassandra
• 通讯作者: McCall, Cassandra

Narratives of Identity Coherence and Separation in the Figured Worlds of Undergraduate Engineering Education

本科工程教育图形世界中身份连贯与分离的叙述

• 发表时间: 2023
• 期刊: Proceedings ASEE annual conference
• 作者: Van Dyke, Gabe;McCall, Cassandra;Kali, Maimuna B.;Secules, Stephen
• 通讯作者: Secules, Stephen

Identity Dilemmas, Cultural Homelessness and Intersectionality: A Discourse Analysis of the Experiences of a Female Undergraduate International and Transracial Adoptee in Engineering (Research)

身份困境、文化无家可归和交叉性：对工程领域女本科国际和跨种族被收养者经历的话语分析（研究）

• 发表时间: 2023
• 期刊: Proceedings ASEE annual conference
• 作者: Kali, Maimuna B.;Secules, Stephen
• 通讯作者: Secules, Stephen

Board 220: Audio for Inclusion: Broadening Participation in Engineering Through Audio Dissemination of Marginalized Students’ Narratives

Board 220：音频包容性：通过边缘化学生的音频传播扩大工程参与 - 叙述

• 发表时间: 2023
• 期刊: ASEE annual conference exposition
• 作者: Secules, Stephen;McCall, Cassandra;Kali, Maimuna Begum;Van Dyke, Gabe
• 通讯作者: Van Dyke, Gabe