CAREER: GIVEN-Gaming Intervention of Values Engineers Need

职业：给定游戏干预工程师所需的价值

• 批准号: 2145884
• 负责人: Kelly Cross
• 金额: $ 60.04万
• 依托单位: Board of Regents, NSHE, obo University of Nevada, Reno
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-08-01 至 2023-02-28
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2145884&HistoricalAwards=false
• 关键词: CAREER; GIVEN; Gaming; Intervention; Values

The field of engineering has realized marginal success in achieving diversity goals regardless of investments of money, research, and time. The GIVEN project will create a new efficient approach to training engineering faculty about diversity in STEM. An important outcome for the GIVEN project is to increase faculty engagement and expand diversity, equity, and inclusion (DEI) efforts beyond faculty from underserved and marginalized groups. Engineering faculty, despite being aware of diversity issues, generally lack knowledge and have limited resources to intervene or make change to engage with DEI efforts. The GIVEN project is a foundation to provide engineering faculty with the needed resources to meaningfully engage with DEI concepts and could revolutionize DEI training and engineering faculty professional development. This project will measure engineering faculty beliefs about DEI with an online platform or gaming tool. The gaming tool will track the evolution of engineering faculty beliefs about diversity and the research team will assess the impact of the gaming tool with both surveys and individual interviews. This project will encourage engineering faculty to engage with campus diversity efforts through reflection of their role and provide information resources to develop personalized strategies to contribute to local DEI efforts. The GIVEN project will create a tool to evaluate the beliefs of engineering faculty who are charged with educating the next generation of engineering professionals. The project aligns with NSF Broadening participation funding program by developing an innovative method and project to significantly impact the recruitment and retention of engineering faculty. The project will also catalyze the transformation of the engineering culture to prioritize diversity, equity, and inclusion.This mixed-methods multi-case study seeks to understand engineering faculty beliefs about DEI and develop a gaming intervention to catalyze their engagement with DEI efforts. The study is framed by basic values theory to answer the following research questions:RQ1. What beliefs and values do engineering faculty hold about diversity, equity, and inclusion? RQ2. How do faculty values and beliefs about DEI impact their approach to integrate DEI into their professional activities?RQ3. How does the gaming intervention impact engineering faculty values and beliefs about DEI?This proposal will initiate a national conversation about the role of engineering faculty in promoting diversity and inclusion. Specifically, the project will develop an online gaming tool that can provide asynchronous access to a DEI training instrument tailored for engineering faculty. The synergistic activities of research and teaching will provide a medium to introduce the DEI concepts into the engineering culture, curriculum, and classroom. The results of the study will increase the engineering faculty engagement with DEI efforts. Through their gaming and communities of practice (COP) interactions participants will develop a tailored individualized understanding of what it takes to implement DEI concepts into their faculty activities. Finally, the results of the study will update our understanding of strategic approaches for broadening participation and how faculty can effectively teach diverse students in STEM. The study will provide an exemplar for improving diversity and inclusion initiatives that various institution types can model.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.

工程学领域在实现多样性目标方面取得了微乎其微的成功，无论投入多少资金、研究和时间。给定的项目将创建一种新的有效方法来培训工程学教师关于STEM的多样性。该项目的一个重要成果是提高教师参与度，扩大多样性、公平性和包容性(DEI)努力，超越服务不足和边缘化群体的教师。尽管工程学教师意识到了多样性问题，但他们普遍缺乏知识，干预或做出改变以参与Dei努力的资源有限。给定的项目是为工程学教师提供有意义地接触Dei概念所需资源的基础，并可能使Dei培训和工程学教师的专业发展发生革命性变化。这个项目将使用在线平台或游戏工具来衡量工程学教师对Dei的信念。该游戏工具将跟踪工程学教师对多样性的信念的演变，研究团队将通过调查和个人采访来评估游戏工具的影响。这个项目将鼓励工程学教师通过反思他们的角色来参与校园多样性的努力，并提供信息资源来制定个性化的战略，为当地的DEI努力做出贡献。给定的项目将创建一个工具来评估负责培养下一代工程专业人员的工程学教师的信念。该项目与NSF扩大参与资助计划保持一致，通过开发一种创新的方法和项目来显著影响工程学教师的招聘和留住。该项目还将促进工程文化的转变，使其优先考虑多样性、公平性和包容性。这项混合方法的多案例研究旨在了解工程学教师对Dei的信念，并开发一种游戏干预措施，以催化他们参与Dei努力。本研究以基本价值理论为框架，回答以下研究问题：RQ1。工程学教师对多样性、公平性和包容性持有什么信念和价值观？RQ2。教职员工对Dei的价值观和信念如何影响他们将Dei融入专业活动的方法？RQ3。游戏干预如何影响工程学教师对Dei的价值观和信念？这项提议将启动一场关于工程学教师在促进多样性和包容性方面的角色的全国性对话。具体地说，该项目将开发一个在线游戏工具，该工具可以提供对为工程学教师量身定做的Dei培训工具的异步访问。研究和教学的协同活动将提供一种媒介，将Dei的概念引入工程文化、课程和课堂。这项研究的结果将增加工程学教师与Dei努力的参与度。通过他们的游戏和实践社区(COP)互动，参与者将发展一种量身定制的个性化理解，了解如何将Dei的概念应用到他们的教员活动中。最后，研究结果将更新我们对扩大参与的战略方法的理解，以及教师如何有效地在STEM中教授不同的学生。这项研究将为提高多样性和包容性倡议提供典范，各种机构类型都可以效仿。这一奖项反映了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。