Collaborative Research: Track 4: Developing Equity-Minded Engineering Practitioners (DEEP)

这个NSF Track 4扩大工程参与(BPE)项目旨在促进下一代工程师教育中的文化变革。发展中的以公平为中心的工程实践者(DEEP)中心将吸引反思和积极主动的实践者，在整个工程学科和其他学科中创造文化、结构和教学方面的变化。系统性变革的战略是通过有效的基于研究的实践，为包容性、公平和透明的学习提供教育、装备、参与和授权教学人员。深度中心将通过教师和教师的教育生态系统中的实践社区，为专业发展、组织学习和协作创建一个中心、可见的中心。深部中心将对留住学生和取得成功产生积极影响，特别是那些来自种族和民族背景的学生，这些背景在工程学领域历来代表不足。迪普专注于修复系统，而不是修复学生。在这样做的过程中，迪普将加强未来的美国工程劳动力，拥有包容性卓越的知识、信念和实践，以便他们能够研究、开发和创新21世纪全球挑战的最佳解决方案。迪普中心将由伊利诺伊大学厄巴纳-香槟分校格兰格工程学院(UIUC)的包容性、多样性、公平和准入研究所(IDEA)与摩根州立大学米切尔工程学院(MSU)合作领导。该中心的目标是在密歇根州立大学和密歇根州立大学培养教师变革推动者，他们将为学生创造公平和包容的教学环境。项目目标是：(1)共同开发、共同试点和收集多样性、公平和包容性(DEI)教学范例库，供教师适应和融入他们自己的课程；(2)在具有公平意识的实践社区中协作；(3)实施有效的分析框架，以评估和整合包容性的STEM教与学，以及(4)阐明、评估和分享历史上的黑人学院和大学(HBCU)、少数族裔服务机构(MSI)和以白人为主的机构(PWI)之间的合作模式，以增加DEI在本科工程教育中的注入，包括教师交流和课程的联合教学。指导性研究问题侧重于了解深层模式(同行促进的专业发展和注重公平的实践社区)对教师人员的知识、态度、行为和有效性(Kabe)的影响。评估将采用混合方法，以全面、深入地了解该项目。将使用适当的评估工具来评估深度参与者在促进公平和包容各方的工程学习环境方面的变化。数据收集活动将包括审查参与的教学人员的教师和课程评估系统数据，采访教学人员，与学生组成重点小组以衡量经验和影响，观察亲自专业发展和教学人员课程，以及评估深入实施和成果的感知质量的调查。项目成果将包括创建一个可公开分享的环境与发展教育部门经验范例资料库、一本关于结成HBCU/MSI-PWI伙伴关系和分享经验教训的指南、为UIUC和密歇根州立大学的同事举办的讲习班，以及面向更广泛的工程教育界的虚拟网络研讨会。由于我们专注于系统变革，我们计划与工程管理、密歇根州立大学和UIUC的机构领导层以及全国分享项目成果。该项目的成功将弥合自上而下的政策改革和自下而上的教师努力之间的差距，自上而下的政策改革需要Dei的贡献，以发展和执行公平和包容性的教学实践。该项目由历史上的黑人学院和大学本科项目(HBCU-UP)共同资助，该项目提供奖项，以加强HBCU的STEM本科教育和研究。该项目也是由美国国家科学基金会的埃迪·伯尼斯·约翰逊在全国工程和科学领域未被充分代表的发现者的学习者社区(INCLUDE)倡议(INCLUDE)共同资助的，该倡议旨在激励和加速协作基础设施建设，以推动和维持系统性变化，以扩大对STEM的参与。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。

This NSF Track 4 Broadening Participation in Engineering (BPE) project aims to catalyze a culture change in the education of the next generation of engineers. The Developing Equity-Minded Engineering Practitioners (DEEP) Center will engage reflective and proactive practitioners toward creating cultural, structural, and pedagogical changes across the engineering discipline and beyond. The strategy for systemic change is to educate, equip, engage, and empower instructional faculty, with effective research-based practices for inclusive, equitable, and transparent learning. The DEEP Center will create a central, visible hub for professional development, organizational learning, and collaboration through communities of practice across the educational ecosystem of faculty and instructors. The DEEP Center will positively impact the retention and success of students, particularly those from racial and ethnic backgrounds that are historically underrepresented in engineering. DEEP focuses on fixing the system rather than fixing the student. In so doing, DEEP will strengthen the future U.S. Engineering workforce with the knowledge, beliefs, and practices of inclusive excellence so that they can research, develop, and innovate the best solutions for 21st century global challenges.The DEEP Center will be led by the Institute for Inclusion, Diversity, Equity, and Access (IDEA) in the Grainger College of Engineering at the University of Illinois Urbana-Champaign (UIUC) in collaboration with Mitchell School of Engineering at Morgan State University (MSU). The goal of this center is to develop faculty change agents at UIUC and MSU who will foster equitable and inclusive teaching and learning environments for students The project objectives are to: (1) co-develop, co- pilot, and collect a repository of diversity, equity, and inclusion (DEI) instructional examples for faculty to adapt and infuse in their own curricula; (2) collaborate in equity-minded communities of practice; (3) implement an effective analytical framework for assessing and integrating inclusive STEM teaching and learning, and (4) articulate, evaluate, and share a model for collaboration between Historically Black Colleges and Universities (HBCUs), Minority Serving Institutions (MSIs) and predominantly white institutions (PWIs) around increasing the infusion of DEI into undergraduate engineering education that includes faculty exchange and co-teaching of courses. The guiding research questions are focused on understanding the impact of the DEEP model (peer-facilitated professional development and equity-minded communities of practice) to lead to changes in the knowledge, attitude, behaviors, and effectiveness (KABE) of teaching personnel. The evaluation will use a mixed methods approach to gain a comprehensive, in-depth understanding of the project. Appropriate evaluation instruments will be used to assess changes in DEEP participants’ KABE in fostering equitable and inclusive engineering learning environments. Data collection activities will include a review of instructor and course evaluation system data from participating teaching personnel, interviews with teaching personnel, focus groups with students to gauge experiences and impacts, observations of in-person professional development and teaching personnel classes, and surveys assessing perceived quality of DEEP implementation and outcomes. Project outcomes will include the creation of a repository of DEI lesson examples to be shared publicly, a guidebook on forming an HBCU/MSI-PWI partnership and sharing lessons learned, workshops for colleagues at UIUC and MSU, and virtual webinars to the broader engineering education community. Because of our focus on systemic change, we plan to share project outcomes with engineering administration, institutional leadership at MSU and UIUC, and nationally. The success of this project will bridge the gaps between top-down policy reforms requiring DEI contributions and bottom-up faculty efforts across multiple institutions to develop and execute equitable and inclusive teaching practices.This project is co-funded by the Historically Black Colleges and Universities Undergraduate Program (HBCU-UP), which provides awards to strengthen STEM undergraduate education and research at HBCUs. This project is also co-funded by NSF’s Eddie Bernice Johnson Inclusion across the Nation of Communities of Learners of Underrepresented Discoverers in Engineering and Science (INCLUDES) Initiative, which seeks to motivate and accelerate collaborative infrastructure building to advance and sustain systemic change to broaden participation in STEM at scale.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.