Analysis of Variation in Student Success in Engineering Degrees among Several Institutions

几所院校学生工程学位成功率的差异分析

• 批准号: 2147541
• 负责人: Howard GOBSTEIN
• 金额: $ 3.11万
• 依托单位: Association of Public and Land-Grant Universities
• 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: 2021-09-01 至 2023-02-28
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2147541&HistoricalAwards=false
• 关键词: Analysis; Variation; Student; Success; Engineering

As the nation’s institutions struggle to broaden participation and diversity across STEM fields to underrepresented minority (URM) students, there are certain universities who have a track record of being more successful in granting STEM degrees to URG students than others. The purpose of this project through the collaboration of the Association of Public and Land-grant Universities (APLU) and the American Society on Engineering Education – ASEE will be to explore the successful institutional practices of 3 institutions. The investigators will specifically focus on the equity-based policies and practices that the institutions have in place as it pertains to engineering degrees awarded to URM students. The work is an outgrowth of the 2018 Status Report on Engineering Education NSF award EEC-1734899 and particularly its first report entitled A Snapshot of Diversity in Degrees Conferred in Engineering. That project identified significant variations across large research institutions, MSIs and all other institutions in their success in the number of engineering degrees they awarded to URM students. As a result of the previous analysis, the investigators will also focus on the strategic variations across the campuses and will be looking to identify the similarities and diversifications of unique procedures, policies and practices. Finally, the investigators would analyze the timing of the adoption of these procedures, policies, and practices against the trend in degree completion for those institutions drawing on the ASEE database of degrees, disaggregated by URM students. This project will examine the key question of, “Can we identify specific equity focused policies and practices to explain variation among institutions in undergraduate engineering degrees awarded to URM students?” The approach will be based on a potentially productive partnership between the Association of Public and Land-grant Universities (APLU) and the American Society on Engineering Education – ASEE. In short, the target institutions would be selected from the APLU analysis of its prior study on engineering degree completion. Then for those institutions, we would examine what we know about improvements in education – drawing on the ASEE compilation of notable institutional policies and practices. Finally, we would analyze the timing of the adoption of these changes in practice against the trend in degree completion for those institutions drawing on the ASEE longitudinal data base of degrees, disaggregated by URM students. Results of this work might be helpful to a broad swath of STEM education projects. Perhaps most notably, the CAHSI (Computing Alliance of Hispanic-Serving Institutions), First2 Network and Seas INCLUDES Alliances are all attempting to enhance the success of URM students in undergraduate STEM majors. Further identification of the institutional changes that are more powerful levers for student success might be helpful to these and other education improvement efforts. The broader impacts could provide potential relationships among specific policies and practices to improve education success with increases in degrees gained by URM students over time – while this study focuses on engineering degrees, the approach and understanding of success of practices could carry over to other disciplines. Lastly, the broader impact could create a potential long-term partnership for educational improvement for URG students between APLU, with its overall institutional members, and ASEE with its discipline-based college members.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.

随着国家机构努力扩大STEM领域的参与和多样性，以代表性不足的少数民族（URM）学生，有一些大学在授予URG学生STEM学位方面比其他大学更成功。该项目的目的是通过公立和赠地大学协会（APLU）和美国工程教育学会（ASEE）的合作，探索3所院校的成功制度实践。调查人员将特别关注这些机构在授予URM学生工程学位方面所采取的基于股权的政策和做法。这项工作是2018年NSF工程教育现状报告EEC-1734899的成果，特别是其第一份题为工程学位多样性快照的报告。该项目确定了大型研究机构，MSI和所有其他机构在授予URM学生的工程学位数量方面的显著差异。由于先前的分析，调查人员还将重点关注各校区的战略差异，并将寻找独特程序，政策和做法的相似性和多样性。最后，调查人员将分析通过这些程序，政策和实践的时间对这些机构的学位完成的趋势，利用ASEE学位数据库，按URM学生分类。该项目将研究的关键问题，“我们能否确定具体的公平为重点的政策和做法，以解释大学本科工程学位授予URM学生的机构之间的差异？”该方法将基于公立和赠地大学协会（APLU）和美国工程教育协会（ASEE）之间潜在的富有成效的伙伴关系。 简而言之，目标院校将从APLU对其先前工程学位完成情况研究的分析中选择。然后，对于这些机构，我们将审查我们所知道的关于教育改善的情况--利用ASEE汇编的显著机构政策和做法。最后，我们将分析在实践中采用这些变化的时间对这些机构的学位完成的趋势，在ASEE纵向数据库的程度，按URM学生分类。这项工作的结果可能有助于广泛的STEM教育项目。也许最值得注意的是，CAHSI（西班牙裔服务机构计算联盟），First 2 Network和Seas Includes Alliance都试图提高URM学生在本科STEM专业的成功。 进一步确定作为学生成功的更有力杠杆的制度变革可能有助于这些和其他教育改进工作。更广泛的影响可以提供具体的政策和做法之间的潜在关系，以提高教育的成功与URM学生随着时间的推移获得的学位的增加-而这项研究的重点是工程学位，方法和实践的成功的理解可以结转到其他学科。最后，更广泛的影响可能会创造一个潜在的长期合作伙伴关系，为URG学生之间的教育改进APLU，其整体机构成员，和ASEE与其学科为基础的学院成员。这个奖项反映了NSF的法定使命，并已被认为是值得通过评估使用基金会的智力价值和更广泛的影响审查标准的支持。