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.

扩大工程教育的参与需要扩大我们对知识的理论化和建立理解的方式。工程，以反映国家人口的多样性和真正的智力能力，该领域必须为跨学科，关键，文化相关，社会公正的研究空间。导师制被认为是变革性的，有助于工程领域的更大公平，准入和包容，使学生能够将自己视为研究人员，因为他们在该领域找到了自己的位置，同时支持他们在专业发展的下一个阶段的实现。这个扩大参与工程轨道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的种族压迫。我们将通过一个五阶段的参与性行动研究设计，重点是通过应用黑人知识分子作为奖学金和团结锚定在非洲中心的价值体系，在工程教育中建立黑人学者解决这一目的。黑人本科生，研究生，博士后和早期职业教师将培养一个关键的社区，专注于开发新方法，新思路和新的解决方案，以种族主义在工程教育。三个机构跨越不同的机构配置文件，一个历史上的白色学院/大学，一个西班牙裔服务机构（HSI），和一个历史上的黑人学院/大学（HBCU），将使我们能够同时考虑如何导师是收到以及它如何在不同的机构环境。我们提出的计划是以证据为基础的，多代，身份肯定，促进职业生涯阶段适当的独立性，并鼓励自我反思与嵌入式机制导师问责制。我们扩大参与的方法的最根本的方面将是革命性的工程教育研究，通过突出黑色系统的理解知识的建设。通过指导，我们将扩大我们的个人知识和我们的学术界。通过我们不同的机构家园，我们将走到一起，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，学生获得真实的时间指导和关怀，同时也学习在奖学金和身份的黑人赋权。迄今为止，许多学者都把重点放在黑人学生和教师的假定缺陷以及他们的坚持上。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。黑人理智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，提供批评和纠正。这一参考框架加强了对黑人/非洲中心主义规范和价值观的理解，同时使人们能够在一个受白色至上理想抑制的学科内采取更有尊严和更民主的方式进行调查。这项工作是由以下研究问题指导：RQ 1。利用黑人意识作为认识论的透镜在工程教育奖学金的影响是什么？RQ 2.指导的哪些方面（职业支持、心理社会支持和/或身份共享指导）与黑人学者的研究相关技能、学术和专业发展以及研究独立性水平相关？RQ 3.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？通过这个指导中心，我们将通过受教者作为变革推动者的授粉，显著影响工程教育中的指导文化。我们将创建一个支持网络的黑人工程学者在一系列水平，纵向。我们预计，植根于学术界的黑人知识分子学者的参与度会增加，从而塑造人才，以推动工程教育研究中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NSF的法定使命，并被认为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进行评估来支持。