NSF INCLUDES DDLP: Fostering Engineering Identity and Support Structures to Promote Entry and Persistence in Engineering for First-Generation Students

亚利桑那州立大学Ira A. Fulton工程学院、Maricopa县社区学院区和K-12学区，以及行业合作伙伴霍尼韦尔（Honeywell）、英特尔（Intel）、德州仪器（Texas Instruments）和赫利俄斯教育基金会（Helios Education Foundation），将实施一项NSF设计与开发启动试点，以解决扩大参与目标，提高工程领域代表性不足群体的进入和坚持。该联盟将确定并发展有效的机制，以大规模影响工程学的入门和持久性，并扩大该地区的努力，作为亚利桑那州和全国其他大学的典范。多样性通常被视为促进工程创新和创造力的宝贵商品，现有的理论和实证文献提供了证据，证明了多元化的工程劳动力对激发科学和技术创新以解决复杂问题的重要性。在全国范围内，多样化的工程师和科学家持续短缺，这被认为损害了该国维持其全球领导地位的能力。该项目将为未被充分代表的群体创造工程途径，并确定和发展有效的机制，影响这些学生进入和坚持工程。共有500名高中生、100名2年制大学生和200名4年制大学生参加该项目。研究措施将侧重于学生对工程的学术/职业意识和兴趣，以及学生对工程产生强烈认同感和亲和力的程度。预计联盟分支机构将发展成为适应第一代学生在不同路径节点的需求的适应性系统。这个项目有可能改变第一代学生的教育体验和支持系统。

Arizona State University's Ira A. Fulton Schools of Engineering with the Maricopa County Community Colleges District and K-12 school districts along with industry partners, Honeywell, Intel, and Texas Instruments, and the Helios Education Foundation will implement an NSF Design and Development Launch Pilot to address the broadening participation objectives of enhancing entry and persistence of underrepresented groups in engineering. This alliance will identify and develop effective mechanisms to impact entry and persistence in engineering at scale and to expand the effort for the region, serving as a model for Arizona and other universities nationally. Diversity is often seen as a valuable commodity for fostering innovation and creativity in engineering, and extant theoretical and empirical literature provides evidence of the importance a diversified engineering workforce can have to spark scientific and technological innovation to solve complex problems. Nationally, there is a consistent shortage of available diverse engineers and scientists, which is believed to compromise the country's ability to sustain its leadership position as a global force. This project will create engineering pathways for underrepresented groups and identify and develop effective mechanisms that impact these students' entry and persistence in engineering. A total of 500 high school students, 100 2-year college students, and 200 four-year college students will participate in the project. The research measures will focus on students' academic/career awareness and interest in engineering and the degree to which students develop a strong identity and affinity for engineering. It is expected that the alliance affiliates will develop into adaptive systems that respond to needs of first-generation students at various pathway junctures. This project has the potential to transform educational experiences and support systems for first-generation students.