Conference on Literacies in Engineering for Access and Participation

工程扫盲进入和参与会议(LEAP)将召集工程学教育、扫盲教育、公平和其他利益攸关方领域的研究人员和教师，制定研究议程，并收集与非正式和正规学习环境下的扫盲考虑有关的资源。会议参与者将了解影响学生学习的工程学和识字观点，特别强调多语言学生，并让更多不同的学生参与工程学。会议活动将集中于四个主题：(1)工程和扫盲教育，以扩大参与；(2)K-16环境下的工程素养；(3)非正式环境中的工程素养；以及(4)为学生进入工作场所做好准备。会议将在工程教育、科学教育、扫盲教育方面与一系列受众分享研究成果，并包括学校、教师和非正式学习环境的资源共享。该项目将推动学生和教师创新技术体验(ITEST)计划的努力，以更好地了解和促进提高学生在科学、技术、工程或数学(STEM)领域追求职业生涯的动机和能力的实践。会议的成果包括新的研究方向、扩大正式和非正式环境中的参与的教学战略、关于教与学的系统性和社会性因素的知识，这些因素影响扩大参与工程学劳动力和跨学科伙伴关系的可能性。该项目确定了来自工程学、工程学教育、扫盲教育、多文化教育、双语教育和其他学科的参与者，以便为制定这一领域的研究议程和审查理论提供信息。

The Literacy for Engineering Access and Participation Conference (LEAP) would convene researchers and teachers from the engineering education, literacy education, equity and other stakeholder areas to establish a research agenda and gather resources related to the literacy considerations for informal and formal learning settings. The conference participants will learn about engineering and literacy perspectives that impact students' learning with a particular emphasis on multi-lingual students and engaging a more diverse student population in engineering. The conference activity will focus on four themes: (1) engineering and literacy education for broadening participation; (2) engineering literacies in K-16 settings; (3) engineering literacies in informal settings; and (4) preparing students for the workplace. The conference will share findings with a range of audiences in engineering education, science education, literacy education and includes the sharing of resources for schools, teachers, and informal learning settings. This project will advance efforts of the Innovative Technology Experiences for Students and Teachers (ITEST) program to better understand and promote practices that increase students' motivations and capacities to pursue careers in fields of science, technology, engineering, or mathematics (STEM). The outcomes for the conference include new direction for research, expansive instructional strategies for broadening participation in formal and informal settings, knowledge about the systemic and social factors of teaching and learning that affect possibilities for broadening participation in the engineering workforce and interdisciplinary partnerships. The project has identified participants from engineering, engineering education, literacy education, multicultural education, bilingual education and other disciplines in order to inform the creation of the research agenda and examination of theory in this area.