CAREER: Actualizing Latent Diversity: Building Innovation through Engineering Students' Identity Development

职业：实现潜在多样性：通过工科学生的身份发展建立创新

• 批准号: 1554057
• 负责人: Allison Godwin
• 金额: $ 52.99万
• 依托单位: Purdue University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2016
• 资助国家: 美国
• 起止时间: 2016-04-01 至 2022-03-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1554057&HistoricalAwards=false
• 关键词: CAREER; Actualizing; Latent; Diversity; Building

CAREER: Realizing Latent Diversity: Building Innovation through Engineering Students' Identity DevelopmentThe U.S. needs new and innovative engineering solutions to meet the global demands of our growing economy. However, most engineers graduating from engineering degree programs are more alike in their problem solving approaches, ways of thinking, and engineering identities than different in their skills as innovative thinkers. Students who do not conform to this mold of "being an engineer" are often alienated from engineering, do not develop engineering identities, and leave engineering, which reduces the much-needed human potential for innovation. This project responds to these challenges by characterizing and empirically understanding how to support students' innovative mindsets and engineering identities. These underlying differences are termed latent diversity, attributes that are present as potential sources for innovation, but are not visible or actualized. The outcomes of this work will help create more inclusive college classrooms that accept a wider set of students and produce engineers who can adopt various perspectives for innovative problem solutions. These diverse engineers will be more prepared to address the grand challenges of the 21st century. The overarching goal of this project is to characterize how diverse students experience the culture of engineering and negotiate their identities as engineers. This research can actualize the power of students' alternative mindsets and ways of thinking for greater innovation in engineering solutions. It also expands traditional strands of research on diversity in engineering in complementary and transformative ways. This project uses mixed methods to determine: 1) what kinds of diversity in thought, innovation mindsets, and attitudes are present in engineering students; 2) how undergraduate students with latent diversity form engineering identities within an engineering community of practice over time; and 3) what support, both inside and outside of the classroom, can be provided to promote inclusion of students with latent diversity in engineering. To garner this insight, national survey data from first-year engineering students will be collected and latent diversity will be characterized by using topological data analysis. From these results, longitudinal narrative interviews with latently diverse students will be use to understand students' identity development and how this identity development is supported or hindered by their classroom experiences and institutional structure. These narratives will be analyzed both deductively (informed by identity-trajectory theory) and inductively (based on individual experiences) to propose a new theoretical framework of latent diversity that can be incorporated into researchers' and practitioners' ways of understanding how to educate engineering students. The integrated education plan will implement pedagogies to support the development of latently diverse students in first-year engineering programs (a critical time point at which many talented students are lost from engineering programs). Workshops for educators, co-curricular support program staff, and engineering administrators and policy makers will be developed to reframe ways of thinking about engineering students and enact evidence-based practices that can support students both in and out of the classroom. This approach will provide key engineering education personnel with novel tools to develop a new generation of innovators. The integrated research and educational plan will directly impact the educational experiences of thousands of engineering students to develop innovative, rather than homogeneous, engineers.

职业：实现潜在多样性：通过工程学生的身份发展构建创新美国需要新的创新工程解决方案来满足我们不断增长的经济的全球需求。然而，大多数从工程学位课程毕业的工程师在解决问题的方法、思维方式和工程身份方面更相似，而不是作为创新思想家的技能不同。不符合“成为一名工程师”这一模式的学生往往会疏远工程学，不会发展工程学身份，并离开工程学，从而降低了人类急需的创新潜力。该项目通过描述和实证理解如何支持学生的创新思维和工程身份来应对这些挑战。这些潜在差异被称为潜在多样性，这些属性作为创新的潜在来源而存在，但不可见或不实现。这项工作的成果将有助于创建更具包容性的大学课堂，接受更广泛的学生，并培养能够采用各种观点来解决创新问题的工程师。这些多元化的工程师将为应对 21 世纪的巨大挑战做好更充分的准备。该项目的总体目标是描绘多元化的学生如何体验工程文化并协商他们作为工程师的身份。这项研究可以发挥学生另类思维方式和思维方式的力量，以实现工程解决方案的更大创新。它还以互补和变革的方式扩展了工程多样性的传统研究领域。该项目采用混合方法来确定：1）工科学生在思想、创新思维和态度上存在什么样的多样性； 2）随着时间的推移，具有潜在多样性的本科生如何在工程实践社区中形成工程身份； 3）可以提供哪些课堂内外的支持来促进具有工程学潜在多样性的学生的包容性。为了获得这种洞察力，将收集一年级工程专业学生的全国调查数据，并通过拓扑数据分析来表征潜在多样性。根据这些结果，对潜在多样化学生的纵向叙事访谈将用于了解学生的身份发展，以及他们的课堂经验和制度结构如何支持或阻碍这种身份发展。这些叙述将通过演绎（根据身份轨迹理论）和归纳（基于个人经验）进行分析，以提出一个新的潜在多样性理论框架，该框架可以纳入研究人员和从业者理解如何教育工程学生的方式中。综合教育计划将实施教学法，以支持一年级工程课程中潜在多样化学生的发展（这是许多有才华的学生从工程课程中流失的关键时间点）。将为教育工作者、课外支持计划工作人员、工程管理人员和政策制定者举办研讨会，以重新构建工程专业学生的思维方式，并制定基于证据的实践，为课堂内外的学生提供支持。这种方法将为关键工程教育人员提供培养新一代创新者的新颖工具。综合研究和教育计划将直接影响成千上万的工程专业学生的教育经历，以培养创新型而非同质化的工程师。

项目成果

“Adversary or Ally”: Undergraduate Engineering Students’ Perceptions of Faculty

– 对手还是盟友 –：工程本科生 – 教师的看法

• DOI: 10.18260/1-2--33966
• 发表时间: 2020
• 期刊: American Society for Engineering Education Annual Conference & Exposition
• 作者: Clements, H.;Benedict, Brianna;Godwin, Allison;Rohde, Jacqueline;Chen, Sherry
• 通讯作者: Chen, Sherry

Unpacking Latent Diversity

揭示潜在的多样性

• 发表时间: 2017
• 期刊: American Society for Engineering Education Annual Conference & Exposition
• 作者: Godwin, A.

Exploration of Relationships between Conformity to Masculine Social Norms and Demographic Characteristics

男性社会规范遵从与人口特征之间关系的探索

• DOI: 10.1109/fie.2018.8658515
• 发表时间: 2018
• 期刊: IEEE Frontiers in Education
• 作者: Akpanudo, Usenime M.;Huff, James L.;Godwin, Allison
• 通讯作者: Godwin, Allison