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

要扩大对工程教育的参与，就必须拓宽我们对知识进行理论化和建立理解的方式。为了让工程学反映国家人口的多样化和真实的智力能力，该领域必须为跨学科、批判性、与文化相关和社会公正的研究留出空间。导师制已被发现是变革性的，有助于提高工程学的公平性、获得性和包容性，使学生能够在找到自己在该领域的位置时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。这个不断扩大的参与工程轨道3包容性指导中心将创建一个学者社区，配备教育和工具，以减轻工程教育环境中种族主义的压迫。我们将通过五个阶段的参与性行动研究设计来解决这一问题，该设计的重点是通过将黑人智慧主义作为奖学金和建立在非洲中心价值体系中的团结来培养工程教育中的黑人学者。黑人本科生、研究生、博士后和早期职业教师将培养一个重要的社区，专注于发展工程教育中种族主义的新方法、新想法和新解决方案。三个机构横跨不同的机构，一个是历史上的白人学院/大学，一个是西班牙裔服务机构(HSI)，一个是历史上的黑人学院/大学(HBCU)，这将使我们能够同时考虑如何接受导师指导，以及它如何在机构背景下变化。我们建议的计划是基于证据的、多代人的、身份肯定的，培养职业阶段适当的独立性，并鼓励自我反省，并嵌入导师责任机制。我们扩大参与的最基本的方面将是通过突出知识建设中的黑人理解系统来革命性地进行工程教育研究。通过辅导，我们将扩大我们的个人知识和我们学术社区的知识。通过我们不同的机构之家，我们将聚集在一起，成为一个持续和长期建立的积极的专业和心理社会支持系统，在这里，学生获得实时的指导和关怀，同时也学习在奖学金和身份方面被赋予布莱克尼斯的能力。到目前为止，许多学术研究都集中在所谓的黑人学生和教师的缺陷以及他们的坚持不懈上。黑人学生和教职员工需要工具来摧毁支撑工程教育的相互关联的结构和压迫体系。黑人知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位，既提供了批评，也提供了纠正。这一参照框架加强了对黑人/非黑人中心主义规范和价值观的理解，同时使在白人至上的理想所限制的纪律内进行调查时能够采取更有尊严和民主的方法。这项工作是由以下研究问题指导的：RQ1。利用黑人意识作为认识论视角在工程教育学术中有何影响？RQ2。辅导的哪些方面(职业支持、心理社会支持和/或身份分享辅导)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的独立水平有关？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方式，效果如何？通过这个导师中心，我们将通过被导师作为变革推动者进行授粉，显著影响工程教育中的导师文化。我们将为不同层次的黑人工程学者建立一个纵向的支持网络。我们预计，学术界将增加植根于黑人智慧主义的学者的参与，塑造人才，以推动这一新兴的工程教育研究议程。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，特别是那些对非中心工程研究感兴趣的人。该奖项反映了NSF的法定使命，并通过使用基金会的智力优势和更广泛的影响审查标准进行评估，被认为值得支持。

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.