Culturally Responsive Engineering Experience Design and Development through Teacher-Undergraduate Engineering Student Partnerships

通过师生合作进行文化响应式工程体验设计和开发

• 批准号: 2201255
• 负责人: Darryl Dickerson
• 金额: $ 183.76万
• 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: 2022
• 资助国家: 美国
• 起止时间: 2022-09-01 至 2026-08-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2201255&HistoricalAwards=false
• 关键词: Culturally; Responsive; Engineering; Experience; Design

Engineering is everywhere and K-12 teachers are increasingly tasked with teaching engineering content in ways that meet state educational standards and in ways that engage students from diverse racial and ethnic backgrounds. As teachers strive to meet these twin requirements, of accountability and responsiveness, they face two major challenges. First, teachers have limited experiential or professional preparation for teaching engineering content effectively. Second, engineering culture in its current state does not equitably engage diverse learners and has historically excluded and marginalized people from minoritized racial and ethnic populations. Reproducing engineering in K-12 as it has existed in post-secondary education may reproduce this historical exclusion and marginalization. While K-12 teachers have increasing access to resources that support their teaching of engineering content, this work will generate new ways to support teachers’ roles as change agents in enacting engineering pedagogies centering those who have been historically excluded.This three-year early-stage design and development project will support a new teacher professional development and support model that builds the agency of 30 Miami-Dade County public high school science teachers to design, implement, and refine engineering instruction for their Latinx and Black students who comprise more than 90% of their local public-school population. A unique feature of the Culturally Responsive Engineering Experience Design and Development (CREED2) program is its partnering of high school teachers with Latinx and Black undergraduate engineering students in collaborative teams to co-design and implement inclusive, standards-aligned formal and informal engineering experiences. Using mixed methods (i.e., interviews, focus groups, surveys and observation), the team will examine the project’s impact on high school teachers’: (a) identities as culturally responsive teachers-of-engineering; (b) agency in designing and teaching K-12 engineering experiences; (c) integration of engineering in ways that are responsive to their Latinx and Black high school students; and (d) experience of the teacher-engineer partnerships embedded in the professional development program. The project also examines how near-peer mentoring by engineering students with shared ethnic and/or racial identities influences Latinx and Black high school students’ classroom experiences with engineering. The project represents partnerships among university faculty, university student organizations (Society of Women Engineers, Society of Hispanic Professional Engineers, National Society of Black Engineers), high school teachers, and diversity professionals including industry through the National Association of Multicultural Engineering Program Advocates. The Discovery Research preK-12 program (DRK-12) seeks to significantly enhance the learning and teaching of science, technology, engineering and mathematics (STEM) by preK-12 students and teachers, through research and development of innovative resources, models and tools. Projects in the DRK-12 program build on fundamental research in STEM education and prior research and development efforts that provide theoretical and empirical justification for proposed projects. 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.

工程无处不在，K-12教师越来越多地承担着以符合国家教育标准的方式教授工程内容的任务，并以吸引来自不同种族和民族背景的学生的方式。当教师努力满足这两个要求时，即问责制和反应能力，他们面临着两个主要挑战。首先，教师有效教学工程内容的经验或专业准备有限。其次，工程文化在其目前的状态并没有公平地参与不同的学习者，并在历史上排斥和边缘化的少数民族和种族人口的人。在K-12中复制工程，因为它已经存在于中学后教育可能会重现这种历史性的排斥和边缘化。虽然K-12教师越来越多地获得支持其工程内容教学的资源，这项工作将产生新的方法来支持教师的角色，作为变革的推动者，制定以那些历史上被排除在外的人为中心的工程学。这个为期三年的早期设计和开发项目将支持一个新的教师专业发展和支持模型，建立30个迈阿密的机构-戴德县公立高中科学教师设计，实施和完善工程教学为他们的拉丁裔和黑人学生谁占当地公立学校人口的90%以上。文化响应式工程体验设计与开发（CREED 2）计划的一个独特之处在于，它将高中教师与拉丁裔和黑人本科工程学生合作，共同设计和实施包容性的，符合标准的正式和非正式工程体验。使用混合方法（即，访谈，焦点小组，调查和观察），该小组将研究该项目对高中教师的影响：（a）作为文化敏感的工程教师的身份;（B）设计和教授K-12工程经验的机构;（c）以响应拉丁裔和黑人高中学生的方式整合工程;及（d）在专业发展计划中的教师与工程师伙伴关系的经验。该项目还探讨了如何由工程专业的学生与共享的民族和/或种族身份的近同行辅导影响拉丁裔和黑人高中学生的课堂经验与工程。该项目代表了大学教师，大学学生组织（女工程师协会，西班牙裔专业工程师协会，全国黑人工程师协会），高中教师和多样性专业人士之间的伙伴关系，包括通过全国多元文化工程项目倡导者协会的行业。探索研究preK-12计划（DRK-12）旨在通过研究和开发创新资源，模型和工具，显着提高preK-12学生和教师的科学，技术，工程和数学（STEM）的学习和教学。DRK-12项目中的项目建立在STEM教育的基础研究以及为拟议项目提供理论和经验依据的先前研究和开发工作的基础上。该奖项反映了NSF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。