CAREER: Building a Model of Instructional Congruence through Exploring the Role of Language in Introductory Undergraduate Engineering Courses

当基本概念主要通过高度技术性的语言、不熟悉的隐喻和类比以及复杂的抽象来呈现时，工程导论课程可能会让许多本科生感到疏远。当学生的教育背景、以前的经历和语言实践没有反映在工程教师的书面或口头例子和课程材料中时，这种疏离感可能特别严重。针对这一点，本项目的目的是开发一种教学一致性模型，将本科生的语言实践和经验与核心工程概念联系起来。该项目的重点是在历史上被边缘化的工程课程，由于他们的社会经济地位，种族，民族或语言，包括人谁确定为非裔美国人或黑人和西班牙裔或拉丁裔的本科生。这个项目是基于一个基本的假设，即语言可以发挥作用，以建立一种归属感，在介绍本科工程课程时，教师鼓励使用学生的母语;当他们使用日常语言来建立复杂的学科思想和实践的理解;当他们通过熟悉的类比，隐喻，或例子连接学生的经验与基本的工程概念。为了探索这一假设，该项目将在五所大学的电气工程导论课程进行研究，包括一个西班牙裔服务机构，一个历史上的黑人研究型大学，和主要是白色机构故意包容性的工程课程。该项目将产生一个基于实践的，开放获取的，可扩展的和全国传播的模型，可供本科工程教师使用，他们寻求建立学生的学科专业知识，并通过教学一致的方法增强他们对工程的归属感。该项目将探讨各种类型的语言如何通过建立熟悉的例子和基本工程概念之间的联系来支持本科生发展学科专业知识。为了实现这一研究目的，多阶段的话语分析将在介绍工程课程在五所学院或大学，这是有目的地选择，以确保学生，教师，程序和机构类型之间的多样性进行。在此背景下，研究小组将收集大量的数据来源，包括书面课程材料，课堂观察的协议，以及本科生前后焦点小组的成绩单。此外，研究团队将采访教师，以更好地了解他们使用特定类型的语言（包括类比和隐喻）来支持学生学习的理由。这些数据源的定性内容分析将导致一个模型的教学一致性，是广泛转移到全国各地的机构和计划。该模型将通过研究出版物，研讨会，网络研讨会和教学教师的研究生课程进行共享。总的来说，这些资源将产生关于教师如何使用语言来培养本科工程课程的学科专业知识的可操作知识，同时增强学生在工程中的归属感。该项目由NSF的EDU核心研究（ECR）计划支持。ECR计划强调基础STEM教育研究，产生该领域的基础知识。该奖项反映了NSF的法定使命，并通过使用基金会的智力价值和更广泛的影响力审查标准进行评估，被认为值得支持。

Introductory engineering courses may seem alienating to many undergraduates when fundamental concepts are presented primarily through highly technical language, unfamiliar metaphors and analogies, and complex abstractions. This sense of alienation may be particularly acute when students’ educational backgrounds, prior experiences, and linguistic practices are not reflected in engineering instructors’ written or verbal examples and course materials. To counter this sense, the purpose of this project is to develop a model of instructional congruence that connects undergraduates’ linguistic practices and experiences with core engineering concepts. This project focuses on undergraduates that have historically been marginalized in engineering courses due to their socioeconomic status, race, ethnicity, or language, including people who identify as African American or Black and Hispanic or Latiné. This project is based on the fundamental assumption that language can function to build a sense of belonging in introductory undergraduate engineering courses when instructors encourage the use of students’ home languages; when they use everyday language to build understandings of complex disciplinary ideas and practices; and when they connect students’ experiences with fundamental engineering concepts through familiar analogies, metaphors, or examples. To explore this assumption, the project will conduct research in introductory electrical engineering courses at five universities, including a Hispanic-Serving Institution, a Historically Black Research University, and Predominantly White Institutions with intentionally inclusive engineering courses. The project will result in an empirically-based, open-access, scalable, and nationally-disseminated model that can be used by undergraduate engineering instructors who seek to build their students’ disciplinary expertise and enhance their sense of belonging in engineering through instructionally congruent approaches. This project will explore how various types of language can support undergraduates in developing disciplinary expertise through building connections between familiar examples and fundamental engineering concepts. To achieve this research purpose, a multi-phase discourse analysis will be performed in introductory engineering courses across five colleges or universities, which were purposively selected to ensure diversity among students, instructors, programs, and institution types. Within this context, the research team will collect numerous data sources, including written course materials, protocols from classroom observations, and transcripts from pre- and post-focus groups with undergraduates. Additionally, the research team will interview the instructors to better understand their rationales behind using specific types of language, including analogies and metaphors, to support student learning. Qualitative content analyses of these data sources will result in a model of instructional congruence that is widely transferrable to institutions and programs across the country. This model will be shared through research publications, workshops, webinars, and a graduate course for instructional faculty. Collectively, these resources will result in actionable knowledge regarding how instructors can use language to foster disciplinary expertise in undergraduate engineering courses, while simultaneously enhancing students’ sense of belonging in engineering. This project is supported by NSF's EDU Core Research (ECR) program. The ECR program emphasizes fundamental STEM education research that generates foundational knowledge in the field. Investments are made in critical areas that are essential, broad and enduring: STEM learning and STEM learning environments, broadening participation in STEM, and STEM workforce development.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.