Integrating Principles of Social Justice into Engineering Education

这个项目旨在提高从高中开始培养未来工程师的能力。准备进入工程专业的学生所修的数学课程序列可能需要很长时间才能完成，对许多学生来说，这段漫长的完成时间可能会阻止他们攻读工程学位。这项提议的工作为高中生提供数学教育，目标是让这些学生在进入大学时更多地学习微积分。该团队将设计课外活动，以丰富学员的课外技能，使他们为工程专业和未来的工业职业生涯做好准备。此外，工科学生将有机会探索学术理论与回答具有社会影响的工程问题之间的联系。增加工科学生的准备和动力可以导致更高的招聘和留住未来的工程师。在这个项目中，理查德J.戴利学院，一个西班牙裔服务机构（HSI），将与芝加哥公立学校合作。其他学术、专业和社区组织将组成一个合作伙伴圆桌会议，以帮助团队保持对包容性和社会公正的编程的关注。这项工作旨在解决学生在工程教育中的微积分准备和参与。具体目标包括：(1)增加工程本科生的微积分安置；(2)为学生提供所需的软技能和对社会工程的理解；(3)建立工程预科学生之间的社区。一个主要的研究问题是，以社区为中心的支持如何增加工科预科学生的兴趣并改善他们的准备。外部评估人员将使用混合方法，包括参与者访谈和有关数学成功和保留的机构数据。研究成果将在合作伙伴内部、高等教育会议（如美国工程教育学会）和学术出版物上分享。该项目旨在成为创建社区的典范，以支持有效和令人振奋的工程教育，从而导致影响许多未来工程学生的制度变革。HSI项目旨在加强本科STEM教育，扩大STEM参与，并建立HSI机构转型的能力。考虑到hsi的多样化性质和背景，实现这些目标需要创新的方法来激励机构和社区转型，并促进基础研究(1)关于参与式学生学习，(2)关于如何有效地使STEM多样化和增加参与，以及(3)发展对如何在hsi建立机构能力的更好理解。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。

This project seeks to improve the preparation of future engineers starting in high school. The sequence of mathematics classes taken by students preparing to enter engineering can take a long time to complete and for many students this long completion time can deter them from pursuing engineering degrees. The proposed work provides math education to high school students with the goal that a larger portion of these students are placed in calculus when they enter college. The team will design extra-curricular activities to enrich participant’s skillsets outside of the classroom to make them more prepared for the engineering major and a future career in industry. In addition, engineering students will be given the opportunity to explore connections of academic theory to answering engineering problems that have societal impact. Increasing the preparation and motivation of engineering students can lead to higher recruitment and retention of future engineers.In this project Richard J. Daley College, an Hispanic Serving Institution (HSI), will collaborate with Chicago Public Schools. Additional academic, professional, and community organizations will comprise a Partner Roundtable to aid the team in maintaining focus on inclusive and socially just programming. This work seeks to address calculus readiness and engagement of students in engineering education. The specific goals include (1) increasing calculus placement of incoming engineering undergraduates; (2) providing students with desirable soft skills and understanding of engineering in society; and (3) building community among pre-engineering students. A primary research question is how community-centered supports can increase the interest and improve the preparedness of pre-engineering students. An external evaluator will use a mixed methods approach that includes participant interviews and institutional data on math success and retention. Research findings will be shared internally among partners, at higher education meetings (such as the American Society for Engineering Education), and in scholarly publications. The project aims to serve as a model for creating community in support of effective and uplifting engineering education that can lead to institutional change impacting many future engineering students. The HSI Program aims to enhance undergraduate STEM education, broaden participation in STEM, and build capacity for institutional transformation at HSIs. Achieving these aims, given the diverse nature and context of the HSIs, requires innovative approaches that incentivize institutional and community transformation and promote fundamental research (i) on engaged student learning, (ii) about what it takes to diversify and increase participation in STEM effectively, and (iii) that develops improved understanding of how to build institutional capacity at HSIs.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.