Contextualizing Asset-based Approaches in Undergraduate Engineering Design Education

本科工程设计教育中基于资产的方法的情境化

• 批准号: 2215003
• 负责人: Hannah Budinoff
• 金额: $ 30万
• 依托单位: University of Arizona
• 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: 2022-08-01 至 2025-07-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2215003&HistoricalAwards=false
• 关键词: Contextualizing; Asset; based; Approaches; Undergraduate

This project aims to serve the national interest by implementing evidence-based, inclusive pedagogical strategies in engineering design courses. Equity-centered approaches that emphasize the strengths and perspectives of all students in the learning process are critical to broadening participation in engineering and developing a diverse and innovative workforce. One promising approach, asset-based pedagogy, offers explicit ways to acknowledge the holistic student perspective and incorporate knowledge that affirms their identities into curricula. While there is a growing body of evidence that students’ identity and achievement are positively influenced by asset-based pedagogy, there is a lack of research specifically showing its impact on undergraduate engineering student outcomes. This early-stage research project plans to develop, integrate, and study the impact of asset-based approaches in engineering design courses. Incorporating these approaches in engineering design courses will allow for different ways of knowing and doing engineering among students and, ultimately, promote the formation of their identities as engineers. The project hopes to generate new knowledge on the implications of asset-based practices in postsecondary engineering education. This knowledge is especially novel because there is limited evidence showing the impact of asset-based pedagogical practices on college student outcomes. This project intends to develop tools and strategies that educators can readily incorporate into their design courses. Findings and resources from this work have the potential to improve the perception among educators that all students, including women, gender minorities, and racial and ethnic minorities, can engage and succeed in engineering activities. Consequently, the collective change among faculty instructional approaches and students’ learning approaches enabled through this work has implications for the overall college success and career readiness in STEM students.The specific project goals are to determine the impact of asset-based pedagogy on engineering students’ sense of belonging, engineering identity, and self-efficacy and to determine the impact of asset-based pedagogy on how students map their assets to the design process and competencies in design courses. The project plans to implement asset-based approaches into approximately 15 courses across seven departments and all undergraduate levels at the University of Arizona, a public, land-grant, Hispanic-Serving Institution. The project team will also provide professional development for engineering educators to help with implementation of asset-based pedagogy. Grounded in self-determination theory, the project will measure the impact of curricular updates informed by asset-based-pedagogy on students quantitatively using validated survey instruments and qualitatively through in-depth interviews. Results from this work should open new avenues to re-envision the structure and pedagogy in engineering courses with an equity-centered and asset-based mindset. The NSF IUSE: EHR Program supports research and development projects to improve the effectiveness of STEM education for all students. Through the Engaged Student Learning track, the program supports the creation, exploration, and implementation of promising practices and tools.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.

该项目旨在通过在工程设计课程中实施循证、包容性的教学策略来服务于国家利益。以公平为中心的方法，强调所有学生在学习过程中的优势和观点，对于扩大工程参与和发展多样化和创新的劳动力至关重要。一种很有前途的方法是基于资产的教学法，它提供了明确的方式来承认学生的整体观点，并将肯定他们身份的知识纳入课程。虽然有越来越多的证据表明，学生的身份和成就受到基于资产的教学法的积极影响，但缺乏专门研究表明它对本科工程专业学生成果的影响。这个早期研究项目计划开发、整合和研究基于资产的方法在工程设计课程中的影响。将这些方法纳入工程设计课程将允许学生以不同的方式了解和从事工程，并最终促进他们作为工程师的身份的形成。该项目希望在高等工程教育中产生基于资产实践的新知识。这一知识尤其新颖，因为显示基于资产的教学实践对大学生成绩影响的证据有限。该项目旨在开发工具和策略，教育工作者可以很容易地将其纳入他们的设计课程。这项工作的发现和资源有可能改善教育工作者的看法，即所有学生，包括女性、性别少数群体、种族和民族少数群体，都可以参与并在工程活动中取得成功。因此，通过这项工作，教师教学方法和学生学习方法之间的集体变化对STEM学生的整体大学成功和职业准备有影响。具体的项目目标是确定基于资产的教学法对工程专业学生的归属感、工程身份和自我效能感的影响，并确定基于资产的教学法对学生如何将其资产映射到设计过程和设计课程中的能力的影响。该项目计划在亚利桑那大学的7个系和所有本科阶段的大约15门课程中实施基于资产的方法。亚利桑那大学是一所公立的、赠地的、为西班牙裔服务的大学。项目团队还将为工程教育工作者提供专业发展，以帮助实施基于资产的教学法。以自我决定理论为基础，该项目将通过有效的调查工具和深度访谈来定量衡量基于资产教学法的课程更新对学生的影响。这项工作的结果应该为以公平为中心和以资产为基础的思维方式重新设想工程课程的结构和教学法开辟新的途径。NSF IUSE: EHR计划支持研究和开发项目，以提高所有学生STEM教育的有效性。通过参与学生学习轨道，该计划支持有前途的实践和工具的创建，探索和实施。该奖项反映了美国国家科学基金会的法定使命，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。

项目成果

Inclusive, asset-based instructional strategies in engineering design: empowering faculty with professional development

工程设计中基于资产的包容性教学策略：赋予教师专业发展能力

• 发表时间: 2023
• 期刊: Proceedings of the American Society for Engineering Education Annual Conference & Exposition
• 作者: Budinoff, Hannah D.;Subbian, Vignesh;Shivers-McNair, Ann;López, Francesca A.
• 通讯作者: López, Francesca A.