BPE Track 3: Kindred Harbor Collective: Harvesting Black Consciousness in Engineering Education

BPE 轨道 3：Kindred Harbour Collective：在工程教育中收获黑人意识

• 批准号: 2308405
• 负责人: James Holly Jr
• 金额: $ 80万
• 依托单位: Regents of the University of Michigan - Ann Arbor
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2023
• 资助国家: 美国
• 起止时间: 2023-08-01 至 2028-07-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2308405&HistoricalAwards=false
• 关键词: BPE; Track; Kindred; Harbor; Collective

Broadening participation in engineering education necessitates broadening the ways we theorize about knowledge and establish understanding. For engineering to reflect the diverse and true intellectual capacity of the nation’s population, the field must make space for interdisciplinary, critical, culturally relevant, and socially just research. Mentorship has been found to be transformative contributing to the greater equity, access, and inclusion in engineering, enabling students to see themselves as researchers as they find their place in the field while supporting the realization of their next stage in professional development. This Broadening Participation in Engineering Track 3 inclusive mentoring hub will create a community of scholars equipped with education and tools to mitigate racialized oppression in engineering education environments. We will address this purpose through a five-phase participatory action research design that is focused on building Black scholars in engineering education through the application of Black intellectualism as scholarship and solidarity anchored in an Afrocentric value system. Black undergraduate, graduate, postdocs, and early career faculty will cultivate a critical community focused on the development of new approaches, new ideas, and new solutions to racism in engineering education. Three institutions spanning diverse institutional profiles, one Historically White College/University, one Hispanic Serving Institution (HSI), and one Historically Black College/University (HBCU), will enable us to simultaneously consider how the mentorship is received as well as how it varies across institutional context. Our proposed program is evidence-based, multigenerational, identity-affirming, fosters career-stage appropriate independence, and encourages self-reflection with embedded mechanisms for mentor accountability. The most fundamental aspect of our approach to broadening participation will be revolutionizing engineering education research through foregrounding Black systems of understanding in the construction of knowledge. Through mentorship, we will expand our individual knowledge and that of our scholarly community.Through our varied institutional homes, we will come together to be a continuous and long-establishing positive professional and psychosocial support system where students gain real time guidance and care while also learning to be empowered in Blackness in scholarship and identity. Much scholarship to date has focused on supposed deficits of Black students and faculty, and their persistence. Black students and faculty need tools to dismantle the intersectional structures and systems of oppression that undergird engineering education. Black intellectualism centers the social organization of the Black community as a unit of analysis for deconstructing mechanisms of racism, offering both critiques and correctives. This frame of reference enhances understanding of Black/Afrocentric norms and values while simultaneously enabling a more dignified and democratic approach to inquiry within a discipline inhibited by ideals of White supremacy. This work is guided by the following research questions:RQ1. What is the impact of utilizing Black Consciousness as an epistemological lens in engineering education scholarship?RQ2. What aspects of mentoring (career support, psychosocial support, and/or identity sharing mentoring) are related to Black academics' development of research-related skills, academic and professional development, and level of independence in research?RQ3. How effective are arts-based educational activities, specifically podcasts, as modes for cultivating a community of scholars?Through this mentorship hub we will, through the pollination resulting from mentees as change agents, significantly influence the culture of mentorship in engineering education. We will create a supportive network for Black engineering academics across a range of levels, and longitudinally. We anticipate increased engagement of scholars rooted in Black intellectualism in the academic community, shaping talent to advance this nascent research agenda in engineering education research. In sharing our findings with centers for research on teaching and learning, this work stands to impact the way faculty development is designed for Black academics, and specifically, for those interested in Afrocentric engineering research.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.

拓宽工程教育的参与面需要拓宽我们对知识的理论化和建立理解的方式。为了使工程学反映出国家人口的多样化和真正的智力能力，该领域必须为跨学科、批判性、文化相关性和社会公正的研究腾出空间。导师制已被发现具有变革性，有助于提高工程领域的公平、准入和包容性，使学生在找到自己在该领域的位置时，能够将自己视为研究人员，同时支持他们实现下一阶段的专业发展。这个扩大工程参与轨道3包容性指导中心将创建一个配备教育和工具的学者社区，以减轻工程教育环境中的种族压迫。我们将通过一个五阶段的参与式行动研究设计来实现这一目标，该设计的重点是通过将黑人智识主义作为奖学金和团结在非洲中心价值体系中的应用，在工程教育中培养黑人学者。黑人本科生、研究生、博士后和早期职业教师将培养一个批判性社区，专注于开发工程教育中的种族主义新方法、新思想和新解决方案。三所机构跨越不同的机构概况，一所历史上的白人学院/大学，一所西班牙裔服务机构（HSI）和一所历史上的黑人学院/大学（HBCU），将使我们能够同时考虑如何接受指导以及它如何在不同的机构背景下变化。我们提出的项目是基于证据的、多代人的、肯定身份的，培养职业阶段适当的独立性，并通过对导师问责的嵌入式机制鼓励自我反思。我们扩大参与的方法的最基本方面将是通过在知识构建中突出黑人的理解系统来革新工程教育研究。通过师徒关系，我们将扩大我们的个人知识和我们的学术团体的知识。通过我们不同的机构，我们将聚集在一起，成为一个持续的、长期建立的积极的专业和社会心理支持系统，在这里，学生们可以获得实时的指导和关怀，同时也可以学习如何在学术和身份方面获得黑人的权力。迄今为止，许多学术研究都集中在黑人学生和教师的所谓缺陷，以及他们的坚持。黑人学生和教师需要工具来拆除支撑工程教育的交叉结构和压迫系统。黑人智识主义以黑人社区的社会组织为中心，作为解构种族主义机制的分析单元，提供批评和纠正。这一参考框架加强了对黑人/非洲中心规范和价值观的理解，同时使在受白人至上理想限制的学科中进行调查的方法更加有尊严和民主。本工作以以下研究问题为指导：利用黑人意识作为认识论视角在工程教育学术研究中的影响是什么？指导的哪些方面（职业支持、社会心理支持和/或身份共享指导）与黑人学者研究相关技能的发展、学术和专业发展以及研究独立性水平有关？以艺术为基础的教育活动，特别是播客，作为培养学者社区的模式，效果如何？通过这个导师中心，我们将通过导师作为变革推动者的传粉作用，显著影响工程教育中的导师文化。我们将为黑人工程学者建立一个跨层次的纵向支持网络。我们预计，学术界将有越来越多的黑人智识主义学者参与进来，培养人才，推动工程教育研究领域这一新生的研究议程。在与教学研究中心分享我们的发现时，这项工作将影响为黑人学者设计的教师发展方式，特别是那些对非洲中心工程研究感兴趣的人。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。