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：实现潜在的多样性：通过工程学生的身份发展建立创新，美国需要新的和创新的工程解决方案，以满足我们不断增长的经济的全球需求。但是，大多数从工程学位课程毕业的工程师在解决问题的方法，思维方式和工程认同方面比作为创新思想家的技能更相似。不符合这种“成为工程师”的模式的学生经常与工程学疏远，不发展工程身份并离开工程学，这减少了急需的人类创新潜力。该项目通过表征和经验了解如何支持学生的创新思维方式和工程身份来应对这些挑战。这些潜在的差异称为潜在的多样性，这些属性作为创新的潜在来源，但不可见或实现。这项工作的结果将有助于创建更具包容性的大学教室，这些教室接受更多的学生，并产生工程师，这些工程师可以采用各种观点来进行创新的问题解决方案。这些多样化的工程师将为应对21世纪的巨大挑战做好准备。该项目的总体目标是表征多样化的学生如何体验工程文化并谈判他们作为工程师的身份。这项研究可以实现学生替代思维方式的力量，以及在工程解决方案中进行更大创新的思维方式。它还以互补和变革性的方式扩展了有关工程多样性的传统研究。该项目使用混合方法来确定：1）工程专业的学生中存在哪些思想，创新思维方式和态度的多样性； 2）随着时间的推移，工程学社区中具有潜在多样性的本科生如何形成工程学的身份； 3）可以提供教室内部和外部的支持，以促进具有潜在工程多样性的学生。为了获得这一见识，将收集一年级工程专业学生的国家调查数据，并使用拓扑数据分析来表征潜在的多样性。从这些结果来看，将使用与潜在多样化的学生进行纵向叙事访谈，以了解学生的身份发展，以及如何受到其课堂经验和机构结构来支持或阻碍这种身份发展。这些叙述将进行演绎分析（通过身份 - 特定理论得知），并归纳（基于个人经验），以提出一个新的潜在多样性理论框架，这些框架可以纳入研究人员和从业者的理解方式，以理解如何教育工程学生。综合教育计划将实施教学法，以支持一年级工程计划中的潜在多样化学生的发展（这是许多有才华的学生因工程课程而丢失的至关重要的时间点）。将开发针对教育工作者，课外支持计划人员以及工程管理人员和政策制定者的研讨会，以重新思考工程学生的思考方式，并制定基于证据的实践，以支持在课堂上和外出的学生。这种方法将为重要的工程教育人员提供开发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工程专业学生的教育经历，以发展创新而不是同质工程师。

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