Planning: Track 1: Engineering WISE (Wellness through Integrated Support and Engagement)

规划：轨道 1：Engineering WISE（通过综合支持和参与实现健康）

• 批准号: 2316787
• 负责人: Sarah Wilson
• 金额: $ 9.97万
• 依托单位: University of Kentucky Research Foundation
• 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: 2023-09-01 至 2024-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2316787&HistoricalAwards=false
• 关键词: Planning; Track; Engineering; WISE; Wellness

This planning grant will allow for the development of a blueprint for a Center for Equity in Engineering, the Engineering WISE Center, that will drive cultural change in the College of Engineering (COE) at the University of Kentucky (UK) through prioritization of Wellness through Integrated Support and Engagement. Mental health differentially impacts students who are traditionally underserved in engineering. For instance, sexual minority, first generation, Black and Latinx students perceive that mental difficulties impact their academics more frequently than their engineering peers. Thus, we must drive cultural change to create a supportive and equitable engineering environment that prioritizes and supports student mental health. The Center Mission Statement is: to create equitable and inclusive practices aimed at enhancing student well-being and improving sense of belonging within a COE. The Center will increase access to resources that support student mental health and ensure students receive positive messages about their identities and challenges. Relationships are an important tool in meeting this goal, which is to help a diverse community of engineering students thrive through their engineering training and beyond. While the Center will broadly impact all engineering students, activities will be designed to improve mental health and sense of belonging outcomes for students traditionally underserved in engineering. Additionally, the planning grant will ensure that the Center activities are transferable to outside institutions, including those that serve students who are historically underserved not only in engineering but higher education more broadly. This work will provide insight into how to create supportive and inclusive environments for all students, allowing students to thrive through their engineering training and beyond.This planning grant will develop, identify and refine activities for a Center for Equity in Engineering focused around supporting student mental health and wellness through five concurrent stages: 1) Refine Center activities established based on prior research, 2) Identify novel Center activities, 3) Integrate activities into existing institutional resources, 4) Ensure transfer of activities to outside institutions, and 5) Collect baseline data and develop a plan to evaluate Center outcomes. Participatory research methods will be used with key engineering stakeholders (e.g., students, faculty, administrators) to define the problem of mental health in engineering, identify priority areas and develop interventions for integration into the future Center. Faculty and student interviews will facilitate understanding of how faculty communication can positively (and negatively) impact mental health culture and sense of belonging in the classroom. This will allow for the development of tailored and specific communication training for engineering faculty that is informed by the engineering student experience. Finally, focus groups with students, faculty, staff and administrators will guide strategies for Center structure, function and branding to enhance student engagement. An internal advisory board will ensure that the Center activities complement and integrate with existing campus mental health and wellness resources. Further, an external advisory board consists of faculty from diverse institutions with experience in research on student mental health and supporting pathways for diverse students through STEM. This external advisory board will ensure that activities developed for the Center meet the needs of students that are traditionally underserved in engineering across diverse institutional contexts. This planning grant will result in a blueprint for the Engineering WISE Center that will maximize impact on mental health culture in engineering (with a focus on students who are underserved in engineering) that is feasible not only at UK, but also outside institutions.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.

这项计划赠款将允许开发工程股权中心，工程明智中心的蓝图，该中心将通过综合支持和参与度优先考虑肯塔基大学（英国）工程学院（COE）的文化变革。心理健康会影响传统上服务不足的学生。例如，性少数群体，第一代，黑人和拉丁裔学生认为，与工程同伴相比，心理困难对学者的影响更大。因此，我们必须推动文化变革，以创造一个支持和公平的工程环境，以优先考虑和支持学生的心理健康。中心任务陈述是：创建旨在增强学生福祉并改善COE内部归属感的公平和包容性实践。该中心将增加获得支持学生心理健康的资源的机会，并确保学生收到有关其身份和挑战的积极信息。人际关系是实现这一目标的重要工具，即通过工程培训及以后的各种工程学生社区来帮助多样化的工程学生社区。虽然该中心将广泛影响所有工程专业的学生，​​但活动将旨在改善心理健康和归属感的感觉，以使其在工程领域提供服务不足。此外，规划赠款将确保中心活动可以转移到外部机构，包括那些为历史上不仅在工程中而且在高等教育方面服务不足的学生提供服务的机构。这项工作将提供有关如何为所有学生创造支持和包容性环境的洞察力，使学生能够在工程培训及以后的工程培训中蓬勃发展。该计划赠款将开发，识别和完善围绕工程公平中心的活动，集中于支持学生的心理健康和良好阶段，通过五个同意阶段通过五个阶段进行支持：1）基于先前的研究，以确定新的活动，以确定新型活动，并确定新型中心，3），3），3），3），3），3），3），3），3），3），3），3），3），3），3），3），3），3），3）构成了现有的活动，3）机构和5）收集基线数据并制定一项计划来评估中心成果。参与性研究方法将与关键工程利益相关者（例如学生，教职员工，管理人员）一起定义工程中的心理健康问题，确定优先领域并制定干预措施以集成到未来中心。教师和学生的访谈将有助于了解教师沟通如何积极（和负）影响心理健康文化以及在课堂上的归属感。这将允许开发工程教师的量身定制和特定的沟通培训，这是由工程学生经验所告知的。最后，与学生，教职员工和管理员的焦点小组将指导中心结构，功能和品牌的策略，以增强学生的参与度。内部咨询委员会将确保中心活动与现有的校园心理健康和保健资源相辅相成。此外，外部顾问委员会由来自不同机构的教职员工组成，这些机构在研究学生心理健康方面的经验以及通过STEM为多样化学生提供支持的途径。该外部顾问委员会将确保为中心开发的活动满足传统上在各种机构背景的工程中服务不足的学生的需求。 This planning grant will result in a blueprint for the Engineering WISE Center that will maximize impact on mental health culture in engineering (with a focus on students who are underserved in engineering) that is feasible not only at UK, but also outside institutions.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.