Characterizing Faculty Discourses on Gender in Engineering Education for Effective Interventions

教师的教学方法和互动已被证明在学生离开STEM专业的决定中发挥着重要作用，尤其是女学生报告经历了负面的课堂互动。这个项目通过研究教职员工对性别的看法和方式，以及性别如何影响他们的教育实践，并开发相关的干预材料来解决这个问题。来自三个不同机构、跨越多个学科和职业水平的45名工程教员参加了深入的定性访谈，以考察他们对工程教育性别方面的看法、做法和决策。采访的结果将被用来为未来的教职员工制作教师发展材料和教育材料。确定教员对性别的看法和方式，将为教员和未来教员提供适当和成功的干预措施的基础，因为干预措施不应该只是随意地选择一种干预措施，而应该战略性地选择与最突出的问题或问题保持一致。教材正在教师发展中心、全国工程教育会议的研讨会以及俄勒冈州立大学新开设的研究生课程中实施。创建的教师发展材料通过提供第一种基于研究的干预措施，加强了地方和国家的智力基础设施。创建的课程材料通过教育未来的工程学教师如何创造更多性别平等的课堂来加强地方和国家的智力基础设施。

Faculty pedagogy and interactions have been shown to play a significant role in students' decisions to leave STEM majors, and female students in particular report experiencing negative classroom interactions. This project addresses that problem by examining what and how faculty members think about gender, and how that shapes their educational practices and developing relevant intervention materials. Forty-five engineering faculty members spanning multiple disciplines and career levels at three different institutions are participating in in-depth qualitative interviews that examine their perspectives, practices, and decision-making vis-à-vis gendered facets of engineering education. The findings from the interviews are being used to create faculty development materials and educational materials for future faculty members. Characterizing what and how faculty think about gender will provide a basis for appropriate and successful interventions for faculty and future faculty because rather than merely picking an intervention haphazardly, interventions should be strategically selected to align with the most salient issues or problems. Materials are being implemented at faculty development centers, workshops at national engineering education conferences, and in a newly created graduate course at Oregon State University. Faculty development materials created enhance intellectual infrastructure locally and nationally by providing the first research-based interventions of this kind. Curricular materials created enhance intellectual infrastructure locally and nationally by educating future engineering faculty on how to create more gender-equitable classrooms.