Co-Constructing Faculty Critical Consciousness In Engineering Education

该项目的总体目标是双重的：推进特权和优势在工程教育系统的理解，并创建一个专业发展计划，以帮助工程教师发展技能，批判性地质疑社会，文化，历史和政治的影响，这种特权在工程。工程教育是建立在一个系统，历史上特权和规范化的价值观，信仰，经验和特定身份的观点，指导该领域的工作。虽然有大量的研究工程的男性气质，一直有关于特权在工程中的作用有限的研究。该项目将通过关注三个研究问题产生新的知识：（1）系统性种族主义如何以及以何种方式在工程教育中表现出来？(2)如何有效地帮助工科大学生培养批判意识？以及（3）批判意识的增长如何以及以何种方式支持教师识别和挑战阻止工程种族平等的系统性障碍？这项研究将支持工程系询问相关的系统性障碍，防止种族平等。这个为期四年的项目将检查指导，反思日志的教师经验，在工程和现场笔记，从观察研究人员自己的专业工程设置（如教师会议，课堂观察）。这些工件将作为在第二年创建教师发展计划的基线。在第3-4年，该计划将实施和修订与16个工程学院每个两个队列，在关键意识和种族和种族身份的脚本递归共建。该项目将为工程学院创造沉浸式体验，作为发展批判意识的工具，这是制定变革的基础，这些变革将解决工程中的种族不平等问题，并提供一个支持实践的模型挑战工程空间中的特权。这个合作项目由STEM教育计划中的种族平等（EHR种族平等）资助。该计划支持通过研究和实践促进科学，技术，工程和数学（STEM）教育和劳动力发展的种族平等项目。获奖项目集中在STEM领域系统性种族主义造成的不平等影响最大的个人，社区和机构的声音，知识和经验。该计划符合NSF的核心价值，即支持来自全国不同人口群体、地区和组织类型的杰出研究人员和创新思想家。该奖项反映了NSF的法定使命，并通过使用基金会的知识价值和更广泛的影响审查标准进行评估，被认为值得支持。

The overall goals of this project are twofold: to advance understanding of the system of privileges and advantages in engineering education and to create a professional development program to help engineering faculty develop the skills to critically question social, cultural, historical, and political effects of this privilege in engineering. Engineering education is built on a system that historically privileges and normalizes the values, beliefs, experiences, and perspectives of particular identities that guide the work of the field. While there has been substantial research into the masculinity of engineering, there has been limited research about the role of privilege in engineering. This project will generate new knowledge by focusing on three research questions: (1) How and in what ways does systemic racism manifest in engineering education? (2) What strategies can be used to effectively help engineering faculty develop their critical consciousness? and (3) How and in what ways does the growth of critical consciousness support faculty to identify and challenge the systemic barriers preventing racial equity in engineering? The research will support engineering faculty to interrogate the associated systemic barriers preventing racial equity.This four-year project will examine guided, reflective journaling of faculty experiences in engineering and field notes from observations of the researchers' own professional engineering settings (e.g. faculty meetings, classroom observations). These artifacts will serve as the baseline for creating the faculty development program during Year 2. During Years 3-4, the program will be implemented and revised with two cohorts of 16 engineering faculty each, in a recursive co-construction of critical consciousness and scripts of race and racial identity. This project will result in the creation of immersive experiences for engineering faculty that serve as a vehicle for the development of critical consciousness, which is the foundation to enact changes that will address racial inequity in engineering and provide a model that supports practices to challenge privilege in engineering spaces. This collaborative project is funded by the Racial Equity in STEM Education program (EHR Racial Equity). The program supports projects that promote racial equity in science, technology, engineering, and mathematics (STEM) education and workforce development through research and practice. Awarded projects center the voices, knowledge, and experiences of the individuals, communities, and institutions most impacted by the inequities caused by systemic racism in STEM fields. This program aligns with NSF’s core value of supporting outstanding researchers and innovative thinkers from across the Nation's diversity of demographic groups, regions, and types of organizations.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.