Integrating Principles of Social Justice into Engineering Education

该项目旨在提高未来工程师从高中开始的准备。准备进入工程专业的学生所参加的数学课程的顺序可能需要很长时间才能完成，对于许多学生来说，这一漫长的完成时间可能会阻止他们攻读工程学位。这项拟议的工作为高中生提供数学教育，目标是让这些学生中的大部分在进入大学时学习微积分。该团队将设计课外活动，以丰富参与者的课堂外的技能，使他们更好地为工程专业和未来的行业职业生涯做好准备。此外，工程专业的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的联系。增加工程专业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方案的关注。这项工作旨在解决微积分准备和参与工程教育的学生。具体目标包括：（1）增加即将入学的工程本科生的微积分安置;（2）为学生提供理想的软技能和对社会工程的理解;（3）在工程预科学生中建立社区。一个主要的研究问题是如何以社区为中心的支持，可以增加的兴趣，提高预科工程学生的准备。外部评估人员将使用混合方法，包括参与者访谈和关于数学成功和保留的机构数据。研究成果将在合作伙伴之间、高等教育会议（如美国工程教育学会）和学术出版物中进行内部共享。该项目旨在作为创建社区的模式，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专业学生的制度变革。HSI计划旨在加强本科STEM教育，扩大STEM参与，并建立HSI机构转型的能力。实现这些目标，鉴于HSIs的多样性和背景，需要创新的方法，激励机构和社区转型，促进基础研究（i）参与学生学习，（ii）关于如何有效地使STEM多样化和增加参与，以及（iii）该奖项反映了NSF的法定使命，并被认为是值得的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，

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.