Collaborative Research: GSE/RES The Effect of Climate and Pedagogy on Persistence: A Longitudinal Study of Women in Undergraduate Engineering Programs

合作研究：GSE/RES 气候和教育学对持久性的影响：本科工程项目中女性的纵向研究

• 批准号: 0734062
• 负责人: Matthew Ohland
• 金额: $ 28.93万
• 依托单位: Purdue University
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2007
• 资助国家: 美国
• 起止时间: 2007-09-01 至 2012-02-29
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0734062&HistoricalAwards=false
• 关键词: Collaborative; Research; GSE; RES; Effect

Intellectual merit: The researchers are conducting a longitudinal, multi-institutional, and multivariate study determining how climate and pedagogy affect the persistence of women in undergraduate engineering programs. Institutional data from 1987-2004 at nine institutions granting 1/12 of the engineering bachelor's degrees awarded to women will answer the research question, "How does the persistence of women engineering students vary by race, engineering major, cohort year, and institution, and specifically, what pockets of success can be identified?" The 17-year study period makes it possible to define persistence as the six-year graduation rate in engineering, which anchors the results in the context of national persistence data. The research uses climate and pedagogy as lenses through which to view the persistence of undergraduate engineering women, leveraging the success of multiple National Science Foundation projects by studying the relationships among a significant amount of previously collected data and establishing the context of those data. A timeline of critical incidents in institutional policy and leadership, enriched by interviews gathering retrospective data from faculty and administrators, clarify the relationships of climate and pedagogy to persistence. Semi-structured interviews of students in populations in which persistence is high are used to clarify the findings. The MIDFIELD dataset includes course sections, making it possible to study the effects of critical mass among women in engineering. Broader impact: This work builds on the theoretical foundation developed in previous qualitative studies, developing a scaffold of quantitative results that can support the informed decisions of policymakers. Creating a longitudinal perspective of how climate and pedagogy affect persistence will reach multiple stakeholders at engineering institutions--speaking with the authority of large sample sizes as well as with the softer voice of individual students. The result will be a compelling story rather than a report of the result of a single study. The research team spans multiple engineering disciplines, the social sciences, and human resource development, which is ideal for diffusion to a wide audience. The leadership roles of team members in the American Society of Engineering Education, its Educational Research and Methods division, and the Institute of Electrical and Electronics Engineers Education Society, as well as affiliations with departments of Engineering Education at Purdue, Virginia Tech, and Clemson, and the National Academy of Engineering?s Center for the Advancement of Scholarship on Engineering Education, ensures broad dissemination.

智力优势：研究人员正在进行一项纵向、多机构、多变量的研究，以确定气候和教育学如何影响女性在本科工程课程中的坚持。 1987 年至 2004 年九所授予女性工程学士学位的院校的机构数据，其中 1/12 授予女性，这些数据将回答这个研究问题：“女性工程专业学生的坚持程度如何因种族、工程专业、队列年份和机构的不同而有所不同，以及具体来说，可以确定哪些方面是成功的？” 17 年的研究期使得将持久性定义为工程学的六年毕业率成为可能，这将结果锚定在国家持久性数据的背景下。该研究利用气候和教育学作为镜头来观察本科工程女性的坚持，通过研究先前收集的大量数据之间的关系并建立这些数据的背景，利用多个国家科学基金会项目的成功。机构政策和领导力中的关键事件的时间表，通过从教师和管理人员那里收集回顾性数据的访谈来丰富，阐明了气候和教学法与坚持的关系。对坚持性较高的人群中的学生进行半结构化访谈，以澄清研究结果。 MIDFIELD 数据集包括课程部分，使得研究临界质量对工程领域女性的影响成为可能。更广泛的影响：这项工作建立在以前的定性研究的理论基础上，开发了一个定量结果的框架，可以支持决策者做出明智的决策。创建气候和教育学如何影响持久性的纵向视角将影响工程机构的多个利益相关者——以大样本量的权威以及个别学生的温和声音进行发言。结果将是一个引人入胜的故事，而不是单一研究结果的报告。该研究团队跨越多个工程学科、社会科学和人力资源开发，非常适合向广大受众传播。美国工程教育协会、其教育研究和方法部门、电气和电子工程师教育协会协会以及普渡大学、弗吉尼亚理工大学和克莱姆森大学工程教育系的团队成员的领导作用，和国家工程院工程教育奖学金促进中心确保广泛传播。