CAREER: Learning from Black Intellectualism: Broadening Epistemic Foundations in Engineering Education to Empower Black Students and Faculty

当前围绕黑人在工程中的最低存在的话语是以代表性不足为框架的，即黑人在普通民众和学科中的人口代表性之间的差距。然而，这种叙述通过被动地忽视工程中的种族主义文化来保护白人。 一个以谁可以在身体上被包括而不涉及权力在知识生产中的含义为中心的话语忽视了黑人被迫通过白人的透镜赋予他们的经验意义的方式。工程教育领域最近的学术研究表明，需要（1）一个现代化的，修复性的框架，帮助工程教师和学生理解工程知识的政治含义;（2）一个以公平为中心的资源，以促进建设性的教学评价。该项目将提供具有种族意识的资源，并配有讨论和工具，以帮助教师将研究转化为实践，使他们感到真实。该评估工具将帮助教师实施可靠和及时的机制，以了解学生如何体验他们的学习环境，支持可操作的变化。此外，这项工作与工程项目的扩大参与一致，因为它将通过与其他希望增加公平的教师联系，并通过提供肯定这项工作的价值和重要性的支持，来增加教师在工程中的归属感。此外，将学生的声音纳入决策过程以及将文化和政治考虑纳入决策过程，增强了对非白人工科学生的包容。 这个职业项目将1）通过黑人理智主义的遗产来研究重铸工程知识的影响，2）通过对抗工程及其意义实践中的认知暴力来促进教育正义。本研究的预期成果将装备工程教师的工具，公平的教学，更重要的是，通过弥合他们的工程学习和社会现实之间的差距，提高黑人学生的归属感。逃亡教育学将被用来调查工程教师的认识规范，并探讨如何重建学科知识，通过黑人理智主义。该项目将实施一种社会设计实验方法，研究工程教育如何向认知公平转变。认知公平是通过重新政治化的想法操作化-与技术系统工程课程和课程的文化和政治影响搏斗。指导研究计划的首要问题是：如何可以黑色的理智主义被用来重新政治化工程教学法？工程学院将制定一个方案（第1阶段），从事修改基于该方案的课程（第2阶段），并开发一个教学评估工具，以评估结果（第3阶段）。第2阶段和第3阶段将在一个迭代周期中重复三次，以教师和学生的声音为中心是综合研究和教育计划的标志。该项目的研究结果将通过与密歇根大学文化、社区和公平办公室（OCCE）、工程学教学研究中心合作举办的讲习班进行传播&。（CRLT-ENGIN）和美国工程教育学会的多样性，公平，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 current discourse around the minimal presence of Black people in engineering is framed in terms of underrepresentation–the disparity between Black people’s demographic representation in the general populace and within the discipline. However, this narrative preserves Whiteness by passively neglecting the culture of racism in engineering. A discourse centered on who can be physically included without engaging the implications of power in knowledge production neglects the ways Black people are forced to give meaning to their experiences through the lens of Whiteness. Recent scholarship within engineering education suggests a need for (1) a modern, reparatory framework for helping engineering faculty and students understand political implications of engineering knowledge; and (2) an equity-focused resource to foster constructive evaluation of teaching. This project will provide race-conscious resources paired with discussion and tools to assist faculty in translating the research into practice in ways that feel authentic to them. The evaluation tool will help faculty implement reliable and timely mechanisms for understanding how students experience their learning environments in ways that support actionable change. Furthermore, this work aligns with the Broadening Participation in Engineering program because it will increase faculty’s sense of belonging in engineering by connecting with other faculty who desire to increase equity, and by providing support which affirms the value and importance of this work. Additionally, the integration of students’ voices into decision-making processes and the integration of cultural and political considerations enhances the inclusion of non-White engineering students. This CAREER project will 1) examine the effects of recasting engineering knowledge through the legacy of Black intellectualism, and 2) advance educational justice by countering the epistemic violence within engineering and its sense-making practices. The anticipated outcomes of this study will equip engineering faculty with tools for equitable instruction, and more importantly, enhance Black students’ sense of belonging by bridging the gap between their engineering learning and social reality. Fugitive pedagogy will be used to investigate engineering faculty epistemic norms and explore ways to reconstruct disciplinary knowledge through Black intellectualism. The project will implement a social design experimentation methodology to study how engineering education can be transformed toward epistemic equity. Epistemic equity is operationalized through the idea of re-politicizing–grappling with cultural and political implications of technical systems–engineering courses and curriculum. The overarching question guiding the research plan is: How can Black intellectualism be used to re-politicize engineering pedagogy? Engineering faculty will develop a schema (Phase 1), engage in revising a course based on the schema (Phase 2), and develop a teaching evaluation tool to assess the outcomes (Phase 3). Phases 2 and 3 will be repeated in an iterative cycle three times, centering faculty and student voice is the hallmark of the integrated research and education plans. The findings from this project will be disseminated through workshops on partnership with the University of Michigan’s Office of Culture, Community, and Equity (OCCE), Center for Research on Learning & Teaching in Engineering (CRLT-ENGIN), and the American Society for Engineering Education’s Commission on Diversity, Equity, and Inclusion (CDEI).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.