Collaborative Research: Developing Diverse Leadership for Engineering

合作研究：培养多元化的工程领导力

• 批准号: 0241337
• 负责人: Carroll Seron
• 金额: $ 82.66万
• 依托单位: CUNY Baruch College
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2003
• 资助国家: 美国
• 起止时间: 2003-07-01 至 2006-04-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0241337&HistoricalAwards=false
• 关键词: Collaborative; Research; Developing; Diverse; Leadership

From a variety of sources and commentators, a persistent set of issues has posed a challenge to the profession of engineering. From concerns about rapid advances in technology to environmental protection to questions of gender and racial fairness and representation, the profession of engineering faces important challenges. Two new educational models are responsive to these professional concerns, Smith College's woman-only program with a strong commitment to nurturing a commitment to social responsibility and the new Olin College of Engineering with a focus on blending entrepreneurship with engineering.The development of an engineering program at Smith College and the establishment of an entirely new college of engineering at Olin create an extraordinary opportunity to take advantage, by systematically observing, what can be viewed as a natural experiment. To "control" for the role of innovation in professional engineering education, two steps are proposed: (1) the development of a systematic review, using secondary sources, of innovations in engineering education and (2) parallel studies of students and other key stakeholders at two other engineering programs, MIT and the University of Massachusetts.To test empirically the relationship between neo-institutional theories of change and students' development, a six-year panel study will be employed at four sites: Smith College, Olin College of Engineering, MIT and the University of Massachusetts. Using both quantitative and qualitative data, the investigators plan to follow a panel of students at each school through their classroom and college relationships, summer internships, and occupation immediately following graduate to develop a model of how the several programs embed or overcome gendered and racial stratification in the next generation of American engineers, among other issues. Also, they propose to conduct interviews with key stakeholders at the respective institutions at two points in time, year one and four of the study.The Smith and Olin initiatives constitute an unprecedented opportunity to examine the status, rationale, and norms that surround separatist and coeducational models to insure equity and balance in the professions and, as such, a unique opportunity to develop effective policy for engineering education. For example, they offer an opportunity to explore the norms and practices of engineering education that inhibit or promote creative leadership for responsible change, including transformations in the gender and racial composition of the profession. Equally, these initiatives provide an unprecedented opportunity to test important propositions in neo-institutional theories of social change and in theories of professional development. Together, the coincident opening of two new programs in engineering education creates an opportunity to contribute to the development of effective policies for engineering education to enhance equity and to contribute to the development of social science theory.

从各种来源和评论员那里，一系列持续的问题对工程专业构成了挑战。 从对技术快速进步到环境保护的担忧到性别和种族公平和代表的问题，工程专业面临着重要的挑战。 两种新的教育模式对这些专业问题有回应，即史密斯学院的仅限女性课程，致力于培养对社会责任的承诺和新的奥林工程学院的承诺，重点是将企业家与工程学融为一体。在史密斯学院的工程课程的开发中，史密斯学院的工程课程以及在Olin中创建了一项实验的全新工程学院，以实验性地进行了一些能力，以实验范围来实现一定的能力。 为了“控制”创新在专业工程教育中的作用，提出了两个步骤：（1）使用次要来源进行系统审查的发展工程教育的创新，以及（2）对学生和其他两个工程计划的其他主要利益相关的研究，MAST. MASSACHUSETTSS.在MASSACHUSETTSSss的二手研究中，该计划在六年级的研究中均在研究中，以六年级的发展为何时开发。网站：史密斯学院，奥林工程学院，麻省理工学院和马萨诸塞大学。 研究人员使用定量和定性数据，计划通过他们的课堂和大学关系，暑期实习以及毕业后的职业来跟随每个学校的一组学生，以开发一个模型，以了解如何嵌入或克服下一代美国工程师的性别和种族分层的模型。 此外，他们建议以两个时间，一年级和四年级的两点，一年级和四年级的方式与各自机构的主要利益相关者进行访谈。Smithand Olin倡议构成了一个前所未有的机会，可以检查地位，原理以及围绕分离主义者的地位，原理和规范，这些规范围绕分离主义者，并提供了在专业和平衡方面的独特机会，以开发独特的机会，以制定有效的工程，以实现有效的有效性地进行有效的有效性的有效性地进行有效的有效性。 例如，他们提供了一个机会，可以探索工程教育的规范和实践，这些规范和实践抑制或促进创造性领导力负责任的变革，包括对行业的性别和种族组成的转变。 同样，这些举措提供了一个前所未有的机会，可以在社会变革和专业发展理论的新机构理论中检验重要主张。 共同开设了两个新的工程教育计划的开放，为制定工程教育的有效政策做出了贡献，以增强公平并为社会科学理论的发展做出贡献。