Postdoctoral Fellowship: STEMEdIPRF: Expanding the Inquiry into Undergraduate Engineering Admissions to Broaden Engineering Participation
博士后奖学金:STEMEdIPRF:扩大本科工程招生调查以扩大工程参与
基本信息
- 批准号:2327263
- 负责人:
- 金额:$ 36.38万
- 依托单位:
- 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:2023-08-15 至 2025-07-31
- 项目状态:未结题
- 来源:
- 关键词:
项目摘要
Engineering educational pathways have been thoroughly studied prior to college in elementary and secondary school years (K-12), as well as during undergraduate engineering college programs. However, research on the admission processes for undergraduate engineering programs is considerably scarcer. Studies have discovered relationships between high school grades or standardized testing and success in college engineering programs but have not typically addressed other student experiences represented in the college applications of prospective engineers. This gap is troubling given the known inequities of access to experiences that are valued in college admissions and known biases in current admissions processes. This research will advance the understudied area of engineering undergraduate admissions to discover strategies that can reduce admissions practices that limit the acceptance of a diverse population of engineering students. New university admissions practices that recognize diverse engineering potential will be of significance to and impact tens of thousands of students and broaden the number of students enrolling in undergraduate engineering degree programs, with critical downstream impacts on the size and composition of the engineering workforce that is critical to solving contemporary technological challenges.This research on engineering undergraduate admissions is organized in two phases: 1) a classification of engineering admissions practices and 2) a mixed methods approach to probing student-crafted components of undergraduate engineering applications. The first part describes the ecosystem of admissions protocols in undergraduate engineering programs nationally. University admissions processes vary across institutions, but the engineering education research community lacks a coherent framing of admissions practices. Using taxonomy development and subsequent exploratory data analysis, this research will classify what data is required in the applications of prospective engineers to ABET-accredited institutions, how requirements and admission protocols vary by institution type, and the prevalence of such requirements and protocols across the United States. The second part investigates student-written components of undergraduate engineering applications to determine which experiences and characteristics are valued as important for acceptance by engineering applicants and admissions reviewers. Using a mixed methods design, this research will analyze diverse data sources spanning applications from prospective engineers, documentation from admissions reviewers, and interviews to understand the way students attempt to represent themselves as capable, prospective engineering, how admissions reviewers interpret the same set of student information, and where bias arises in the construction and interpretation of applications that limits participation in engineering. The collective two-phase project will provide a systematic classification of engineering admissions to support future research into engineering admissions, expand the evaluation of engineering admissions protocols by the research community, and underpin evidence-based strategies to eliminate bias in the admission of undergraduate engineers. The goal of improving engineering education research and admissions practices inspired by this guidance have the potential to expand participation in engineering higher education by reducing barriers at the point of entry.This project is funded by the STEM Education Postdoctoral Research Fellowship (STEM Ed PRF) program that aims to enhance the research knowledge, skills, and practices of recent doctorates in STEM, STEM education, education, and related disciplines to advance their preparation to engage in fundamental and applied research that advances knowledge within the field.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.
工程教育途径已经在小学和中学(K-12)以及本科工程学院课程中进行了深入研究。然而,对本科工程课程录取过程的研究相当稀少。研究已经发现了高中成绩或标准化测试与大学工程项目成功之间的关系,但通常没有解决未来工程师的大学申请中所代表的其他学生经历。考虑到在大学录取中所重视的经验的获得机会的已知不平等以及当前录取过程中的已知偏见,这种差距令人不安。这项研究将推进工程本科招生的未充分研究领域,以发现可以减少限制接受多样化工程学生的招生做法的策略。新的大学招生实践,承认多样化的工程潜力将是重要的,并影响成千上万的学生,扩大学生的数量就读本科工程学位课程,与关键的下游影响的规模和组成的工程劳动力,这是至关重要的解决当代技术挑战。这项研究工程本科招生分为两个阶段:1)工程招生实践的分类和2)混合方法的方法来探索学生制作的本科工程应用程序的组成部分。第一部分描述了全国本科工程专业招生协议的生态系统。大学招生过程因机构而异,但工程教育研究界缺乏一个连贯的招生实践框架。使用分类法的发展和随后的探索性数据分析,本研究将分类什么样的数据是需要在未来的工程师的应用程序,以ABET认证的机构,如何要求和录取协议不同的机构类型,以及这种要求和协议在美国的流行。第二部分调查本科工程申请的学生书面组成部分,以确定哪些经验和特点是工程申请人和招生审查人员接受的重要价值。使用混合方法设计,本研究将分析不同的数据源,包括来自未来工程师的应用程序,来自招生评审员的文件和面试,以了解学生试图将自己表现为有能力的,未来的工程师,招生评审员如何解释同一组学生信息,以及在构建和解释限制参与工程的应用程序时出现的偏见。集体两阶段项目将提供工程招生的系统分类,以支持未来对工程招生的研究,扩大研究界对工程招生协议的评估,并支持以证据为基础的战略,以消除本科工程师招生中的偏见。本指南启发的改善工程教育研究和招生实践的目标有可能通过减少入学门槛来扩大对工程高等教育的参与。(干艾德PRF)计划,旨在提高研究知识,技能,并在干,干教育,教育,该奖项反映了NSF的法定使命,并被认为是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的支持。
项目成果
期刊论文数量(0)
专著数量(0)
科研奖励数量(0)
会议论文数量(0)
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Trevor Franklin其他文献
Bridging Conventional Admissions Metrics and Undergraduate Engineering Student Non-Cognitive and Affective Factors
连接传统招生指标和本科工程生非认知和情感因素
- DOI:
- 发表时间:
2023 - 期刊:
- 影响因子:0
- 作者:
Trevor Franklin;Allison Godwin;Edward Berger - 通讯作者:
Edward Berger
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