Ingenieros Ingeniosos (Ingenious Engineers): Connecting Latinx Youths' Workplace Practices with Engineering through Out-of-School Time Programs

Ingenieros Ingeniosos（天才工程师）：通过课外时间计划将拉丁裔青年的工作实践与工程联系起来

• 批准号: 2115472
• 负责人: Colby Tofel-Grehl
• 金额: $ 178.64万
• 依托单位: Utah State University
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2021
• 资助国家: 美国
• 起止时间: 2021-08-01 至 2026-07-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2115472&HistoricalAwards=false
• 关键词: Ingenieros; Ingeniosos; Ingenious; Engineers; Connecting

Millions of Latinx youth, aged 14 to 18, work formal or informal jobs to provide income for themselves or their families. In the context of these workplaces, Latinx youth demonstrate numerous skills that are essential to industrial engineering, such as minimizing workplace injuries or optimizing processes to maximize efficiency. However, their workplace ingenuity and skills are often underrecognized by educational systems. To counter this lack of recognition, the purpose of this project is to iteratively develop and research an out-of-school engineering program for working Latinx youth. This program is designed to recognize and build from youths’ workplace experiences by connecting them with industrial engineering concepts and practices, such as those used to promote worker safety. This program is also designed for youth to articulate transformational visions of industrial engineering, which expand current goals, values, and methods commonly embraced within this discipline. This year-long program will be facilitated by educators of existing out-of-school programs (e.g., Mathematics, Engineering, and Science Achievement), in partnership with undergraduate mentors from the Society for Professional Hispanic Engineers and other local organizations that serve Latinx youth (e.g., Latinos in Action). Approximately 220 youth are expected to participate in the programming. Researchers will explore whether and how youth participants develop identities in engineering, as well as how the educators and mentors understand and enact assets-based, out-of-school engineering education grounded in youths’ experiences. Researchers will also identify the individual, institutional, and systemic factors that support or inhibit sustained implementation of the program over time in different sites and contexts. This project will result in a set of empirically tested, bilingual program materials that will be disseminated widely to professional organizations dedicated to out-of-school programming and to serving Latinx youth. This project will result in a localizable, transferable, and sustainable model for an out-of-school time program that recognizes and amplifies Latinx youths’ workplace funds of knowledge and leverages them toward youth-driven visions and applications of engineering. This program, which will connect with other people and sites in youths’ learning ecosystems, is grounded in principles of translanguaging, transformational mentorship, and educational dignity and recognition. In partnership with youth participants, researchers will use a social design experiment to explore the following research questions: What are the engineering identity trajectories of working high school youth, and how do specific moments of identity negotiation and recognition relate to broader patterns across program sessions and identity trajectories for individual participants over time? To answer these questions, a pre-, mid- and post-program Engineering Identity Scale; recordings of program implementations; interviews; and youth artifacts will be analyzed using various methods such as critical multimodal discourse analysis. After implementations of the program across multiple sites, researchers will use design-based implementation research to answer the following questions: How do educators and mentors understand and enact assets-based pedagogies designed to foster recognition across sites? What institutional and systemic features (designed or naturalistic) support or inhibit productive adaptations and implementations of the program? These questions will be answered using constant comparative analyses of data sources such as interviews with the program educators and mentors, observations of program implementations, observations of professional development sessions, and public documents. Culturally responsive, educative evaluation will be used to iteratively improve the program. The resulting research and program materials will be disseminated widely through professional organizations dedicated to Latinx youth, engineering education, and out-of-school learning.This Innovations in Development project is funded by the Advancing Informal STEM Learning (AISL) program, which seeks to (a) advance new approaches to and evidence-based understanding of the design and development of STEM learning in informal environments; (b) provide multiple pathways for broadening access to and engagement in STEM learning experiences; (c) advance innovative research on and assessment of STEM learning in informal environments; and (d) engage the public of all ages in learning STEM in informal environments.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.

数百万14至18岁的拉丁裔青年从事正式或非正式工作，为自己或家人提供收入。在这些工作场所的背景下，拉丁青年展示了许多对工业工程至关重要的技能，例如最大限度地减少工伤或优化流程以最大限度地提高效率。然而，他们在工作场所的聪明才智和技能往往没有得到教育系统的认可。为了应对这种缺乏认识，这个项目的目的是反复开发和研究一个校外工程计划的工作拉丁美洲青年。该计划旨在通过将年轻人的工作场所经验与工业工程概念和实践（例如用于促进工人安全的概念和实践）联系起来，从而认识和建立年轻人的工作场所经验。该计划也是专为青年阐明工业工程的转型愿景，扩大目前的目标，价值观和方法通常在这门学科。这项为期一年的计划将由现有校外计划的教育工作者提供便利（例如，数学，工程和科学成就），与来自专业西班牙裔工程师协会和其他为拉丁裔青年服务的当地组织（例如，拉丁美洲人在行动）。预计约有220名青年参加方案拟订工作。研究人员将探讨青年参与者是否以及如何在工程中发展身份，以及教育工作者和导师如何理解和制定基于资产的校外工程教育。研究人员还将确定个人，机构和系统因素，支持或抑制该计划随着时间的推移在不同地点和背景下的持续实施。该项目将产生一套经过经验检验的双语方案材料，这些材料将广泛传播给致力于校外方案编制和为拉丁裔青年服务的专业组织。该项目将为校外时间计划提供一个可本地化，可转移和可持续的模式，该计划将识别和放大拉丁美洲青年的知识工作场所资金，并利用它们实现青年驱动的愿景和工程应用。该计划将与青少年学习生态系统中的其他人和地点联系起来，以跨语言，转型指导以及教育尊严和认可的原则为基础。与青年参与者合作，研究人员将使用社会设计实验来探索以下研究问题：工作的高中青年的工程身份轨迹是什么，以及身份谈判和识别的特定时刻如何与跨课程会话的更广泛模式和个人参与者的身份轨迹随着时间的推移？为了回答这些问题，一个前，中，后程序工程身份量表;记录程序的实施;采访;和青年文物将使用各种方法，如关键的多模态话语分析进行分析。在多个站点实施该计划后，研究人员将使用基于设计的实施研究来回答以下问题：教育工作者和导师如何理解和制定旨在促进跨站点认可的基于资产的课程？什么样的制度和系统特征（设计的或自然的）支持或抑制该计划的生产性适应和实施？这些问题将通过对数据源的持续比较分析来回答，例如与计划教育工作者和导师的访谈，对计划实施的观察，对专业发展会议的观察以及公共文件。文化响应，教育评估将用于迭代改进该计划。由此产生的研究和计划材料将通过专门致力于拉丁青年，工程教育和校外学习的专业组织广泛传播。这个发展中的创新项目由推进非正式STEM学习（AISL）计划资助，该计划旨在（a）推进非正式环境中STEM学习的设计和发展的新方法和基于证据的理解;（B）提供多种途径，以扩大获得和参与STEM学习经验的机会;（c）推进非正式环境中STEM学习的创新研究和评估;以及（d）该奖项反映了NSF的法定使命，并被认为是值得通过使用基金会的智力价值和更广泛的影响审查标准。