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BPE Track 3 Inclusive Mentoring Hub: Raices Institute for Transformative Advocacy (RITA)

BPE Track 3 包容性指导中心：Raices 变革倡导研究所 (RITA)

基本信息

批准号：
2217477
负责人：
Idalis Villanueva
金额：
$ 80万
依托单位：
University of Florida
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 2027-08-31
项目状态：
未结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=2217477&HistoricalAwards=false
关键词：
BPE Track Inclusive Mentoring Hub

项目摘要

This award is funded in whole or in part under the American Rescue Plan Act of 2021 (Public Law 117-2).This NSF-BPE Track 3: Inclusive Mentoring Hub project, called Raíces Institute for Transformative Advocacy (RITA) will equip engineering contingent faculty (adjuncts, part-timers, and non-tenure track), who are Black, Indigenous, People of Color of all intersecting identities (BIPOCx), to form their own transformative grassroots advocacy strategies for attaining equity in promotion pathways and working conditions at their hiring academic institutions. Project objectives center around: developing authentic mentor/mentee relationships, learning/developing transformative individual/collective advocacy plans, and raising awareness for the promotion and/or working conditions of BIPOCx contingent faculty in engineering. Due to the scant attention paid to contingent faculty, this population is severely understudied and undersupported. In the United States alone, there are ~1.5 million faculty employed in higher education out of which over 46% are contingent, the majority composed of marginalized groups, creating a missed opportunity to broaden participation. To broaden participation, our nation needs to leverage a diverse and inclusive science and engineering enterprise to secure economic, national security, and jobs of the future. This project attends to all aspects of this national need. Contingent faculty typically serve fundamental undergraduate courses and large class sizes, indirectly impacting the educational experience of students. Yet, continual stresses of an unstable and non-permanent contingent workforce with limited professional development, promotion opportunities, and benefits, negatively affects higher education. Literature suggests that contingent faculty struggle with implementing evidence-based teaching and mentoring to students because they are either juggling multiple courses in multiple institutions to ‘make ends meet’ or handle multiple service responsibilities with little-to-no support to assist students fully. RITA serves as one of the early studies into the realities and circumstances of contingent faculty in engineering with the aim to generate knowledge, provide recommendations and strategies for institutional action to support, and provide equitable working conditions for these faculty. This project will, by extension benefit numerous undergraduate engineering students who are enrolled in many of these contingent faculty-led courses.RITA will develop a grassroots-initiated, knowledge-generating, inclusive mentoring hub where first-hand, experiential information acquired from the BIPOCx contingent faculty in engineering will be strategically shared with key decision-makers at their institutions. While not all paths lead to promotion, we argue that all contingent faculty need better working conditions. This project is a partnership between the University of Florida (a Hispanic-Emerging Institution), Virginia Tech (a Predominantly White Institution), and Morehouse College (a Historically Black College and University). These institutions will create a series of professional development and mentoring opportunities to assist two cohorts of contingent engineering faculty (Phase 1- 12 faculty and Phase 2- 12 faculty) to create individual and collective advocacy plans alongside a repertoire of mentors, evaluators, and professional development experts. Through an implementation research methodology called participatory action research (PAR), RITA’s key research question to be answered is: How can BIPOCx contingent faculty in engineering be mentored, at the grassroots, towards transformative advocacy plans for attaining promotion and/or equitable working conditions? PAR will require a series of collaborative planning, acting, and reflection activities between the BIPOCx contingent faculty and their mentors to design and enact advocacy plans in a safe space and environment. Journals, logbooks, and other reflective materials will be collected and analyzed using phenomenographically-inspired approaches. The coded and de-identified information will yield multiple practices, recommendations, and strategies that will be assembled into an Online Repository and shared via podcasts for widespread dissemination. This work will significantly: (1) inform the understudied scholarship on how to support these contingent faculty in engineering; and (2) lay the foundation for an action agenda that alters the trajectory of these faculty by raising awareness for the promotion and/or working conditions of BIPOCx contingent faculty in engineering.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.

该奖项全部或部分由2021年美国救援计划法案资助（公法117-2）。该NSF-BPE轨道3：包容性指导中心项目，称为Raíces转型倡导研究所（RITA）将装备工程特遣队教师（兼职，兼职，和非终身职位的轨道），谁是黑人，土著，所有交叉身份的有色人种（BIPOCx），形成自己的变革性基层宣传战略，以实现其招聘学术机构的晋升途径和工作条件的公平。项目目标围绕：发展真实的导师/学员关系，学习/发展变革性的个人/集体宣传计划，并提高对BIPOX工程特遣队教师的晋升和/或工作条件的认识。由于对临时教师的关注不够，这一群体受到严重的研究和支持不足。仅在美国，就有约150万教师受雇于高等教育，其中超过46%是临时性的，大多数由边缘化群体组成，错过了扩大参与的机会。为了扩大参与，我们的国家需要利用多元化和包容性的科学和工程企业来确保经济，国家安全和未来的就业机会。该项目涉及这一国家需求的所有方面。应急教师通常服务于基础本科课程和大班规模，间接影响学生的教育经验。然而，不稳定和非永久性的临时劳动力的持续压力，有限的专业发展，晋升机会和福利，对高等教育产生负面影响。文献表明，特遣队教师与实施循证教学和指导学生的斗争，因为他们要么在多个机构的多门课程，以“收支相抵”或处理多个服务责任，很少或没有支持，以帮助学生充分。RITA是对工程专业临时教师的现实和情况的早期研究之一，旨在产生知识，为机构行动提供建议和策略，并为这些教师提供公平的工作条件。该项目将惠及众多工程专业本科生，他们将参加许多这些由教师领导的课程。RITA将开发一个由基层发起的、知识生成的、包容性的指导中心，在那里，从BIPOCx工程专业教师那里获得的第一手经验信息将与他们所在机构的关键决策者战略性地分享。虽然不是所有的路径导致晋升，我们认为，所有的临时教师需要更好的工作条件。该项目是佛罗里达大学（一个拉美裔新兴机构）、弗吉尼亚理工大学（一个以白色为主的机构）和莫尔豪斯学院（一个历史上的黑人学院和大学）之间的合作项目。这些机构将创造一系列的专业发展和指导机会，以协助两批特遣队工程教师（第1- 12期教师和第2- 12期教师）创建个人和集体宣传计划，以及导师，评估人员和专业发展专家的曲目。通过实施研究方法，称为参与行动研究（PAR），RITA的关键研究问题要回答的是：如何可以BIPOCx特遣队教师在工程辅导，在基层，实现促进和/或公平的工作条件的变革性宣传计划？PAR将需要BIPOCx特遣队教师和他们的导师之间的一系列合作规划，行动和反思活动，以设计和制定一个安全的空间和环境中的宣传计划。期刊，日志和其他反射材料将收集和分析使用现象学启发的方法。编码和去识别的信息将产生多个实践，建议和策略，这些将被组装到一个在线存储库中，并通过播客进行广泛传播。这项工作将显著：（1）通知学生奖学金如何支持这些临时教师在工程;和（2）通过提高对促进和/或发展的认识，为改变这些教师的轨迹的行动议程奠定基础。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。