Broadening Participation in STEM

该奖项全部或部分根据2021年美国救援计划法案（公法117-2）资助。西班牙裔代表了美国增长最快的人口之一，但在工程中代表性最少的人之一。该项目旨在解决系统性的不平等，阻碍工程沿着工程职业连续体，包括社会/家庭，教育和专业化系统的西班牙裔的参与和进步。扩大URM在工程领域的参与，符合加强美国STEM劳动力和全球竞争力的国家利益。作为全国第二大西班牙裔服务机构（HSI），工程公平中心（CEE）具有独特的优势，可以增加西班牙裔在工程劳动力中的参与。首先，该项目将通过为西班牙裔学生及其家庭提供早期接触文化相关的榜样和工程内容来扩大管道。 这一目标将通过家庭参与、高中女生工程夏令营和教师辅导员论坛等项目来实现。 其次，该项目将创造一种包容性的大学体验，通过课程改革和对教师和学生的培训，促进学生的成功，其中一些将由学生自己共同领导。 第三，该项目将创造更深层次的专业/职业，领导和研究发展机会。 该团队致力于通过与专业协会和雇主的联系，提高我们的学生在工程劳动力中的就业率。 预计其他机构将从这些战略中学习，以增加工程专业毕业生的数量，并利用理论框架为课程和政策变化提供信息。工程公平中心的目标：参与，教育，丰富（CEE-E3）是提高西班牙裔学生在工程高等教育中的入学率，保留率和进步率。我们的愿景是成为一个包容，专业准备和西班牙裔和其他URM学生，特别是拉丁裔，在工程事业的成功的国家模式。CEE-E3包括三个重点领域（符合上述三个目标）：1）K-12推广（ENGAGE）; 2）教育培训（EDUCATE）和3）专业研究经验（ENRICH）。该项目将重点关注学生的学术和非学术成果，正如加西亚的“服务”模型所告知的那样。 借鉴双文化，文化相关的教学法和社区文化财富的框架，该项目将介绍和探索西班牙裔的文化价值观，因为它们涉及科学工程教学的规范和工程劳动力的专业化。 该项目将采用混合方法，记录和探索学生的自我效能和弹性，以及学生及其家人在职业发展过程中沿着接触榜样的情况。 该项目将利用与主要大学，工程专业协会，社区学院，K-12系统，非营利组织，工程雇主和校友的董事会合作伙伴关系。 它将通过R1机构合作扩大URTGV的学生教育机会，以创建学生参与西班牙裔研究经验联盟（ASPIRE西班牙裔）。项目团队将向学生介绍榜样，专业网络，并通过专业社会合作伙伴正在进行的个人和职业发展。 最后，通过全国工程教育平等峰会，该项目将与服务于西班牙裔人口的机构分享有希望的实践，以便他们可以复制或调整其家乡校园的最佳实践。该奖项反映了NSF的法定使命，并被认为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来支持。

This award is funded in whole or in part under the American Rescue Plan Act of 2021 (Public Law 117-2).Hispanics represent one of the fastest growing populations in the US, yet one of the least represented in engineering. This project aims to address the systemic inequities that hinder the participation and advancement of Hispanics in engineering along the engineering career continuum, including the social/family, education and professionalization systems. Broadening the participation of URMs in engineering serves the national interest of strengthening America’s STEM workforce and global competitiveness. As the nation’s second largest Hispanic-Serving Institution (HSI), the Center for Equity in Engineering (CEE) is uniquely positioned to increase the participation of Hispanics in the engineering workforce. First, the project will expand the pipeline by providing Hispanic students and their families with early exposure to culturally relevant role models and engineering content. This objective will be accomplished through programs like Familia Engage, summer engineering camps for high school girls, and a teachers & counselors forum. Second, the project will create an inclusive collegiate experience that promotes students’ success through curricular reform and trainings for faculty and students, some to be co-led by students themselves. Third, the project will create deeper professional/career, leadership, and research development opportunities. The team strives to increase the placement rates of our students in the engineering workforce through connections with professional associations and employers. It is the expectation that other institutions will learn from the strategies to increase the number of engineering graduates and use of theoretical frameworks to inform curricula and policy changes. The GOAL of the Center for Equity in Engineering: Engage, Educate, Enrich (CEE-E3) is to increase enrollment, retention, and advancement rates of Hispanic students in engineering higher education. The vision is to be a national model for inclusion, professional preparation, and success of Hispanic and other URM students, particularly Latinas, in engineering careers. The CEE-E3 encompasses three focus areas (in line with the three objectives outlines above): 1) K-12 Outreach (ENGAGE); 2) Education & Training (EDUCATE) and 3) Professional & Research Experiences (ENRICH). The project will focus on both academic and non-academic outcomes for students, as informed by the Garcia’s “Servingness” model. Drawing on the frameworks of biculturalism, culturally relevant pedagogy, and community cultural wealth, the project will introduce and explore Hispanic cultural values as they relate the norms of science & engineering teaching and to the professionalization of the engineering workforce. Using mixed methods, the project will document and explore students’ self-efficacy and resiliency, as well as students’ and their families’ exposure to role models along the career pipeline. The project will leverage a board partnership with major universities, engineering professional societies, community colleges, K-12 systems, non-profits, engineering employers and alumni. It will expand URTGV’s student educational opportunities through an R1-institution collaboration to create the Alliance for Student Participation in Research Experiences for Hispanics (ASPIRE Hispanics). The project team will introduce students to role models, professional networks, and ongoing personal and career development through professional society partners. Finally, through the national Equity in Engineering Education Summit, the project will share promising practices with institutions serving Hispanic populations so that they can replicate or adapt the best practices at their home campuses.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.