IUSE/PFE:RED: Rethinking Engineering Diversity, Transforming Engineering Diversity (REDTED)

IUSE/PFE:RED：重新思考工程多样性，转变工程多样性 (REDTED)

• 批准号: 1623053
• 负责人: Stephanie Farrell
• 金额: $ 192.3万
• 依托单位: Rowan 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: 2016-07-01 至 2023-06-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1623053&HistoricalAwards=false
• 关键词: IUSE; PFE; RED; Rethinking; Engineering

Efforts to improve diversity in engineering have stagnated over the last 10-15 years, despite numerous programs and other activities that have been developed over that time. The lack of progress suggests that it is not enough to simply "fix" the pipeline. Rather, efforts are needed to change the way all stakeholders in engineering education think about diversity. This project will revolutionize the Civil and Environmental Engineering (CEE) Department at Rowan University to radically increase diversity and achieve high retention and graduation rates of all CEE students. An ambitious plan for curricular and extracurricular reform is being used to increase the representation of women and Underrepresented Minority (URM) students and historically underserved groups. These measures will be deployed using a multi-pronged approach that includes revising admission criteria to promote a more diverse student body; enhancing the perception and understanding of diversity and equality among students, faculty and administrators to improve the culture of inclusiveness; developing an Advocate and Allies Mentoring Program for first year and transfer students; transforming the existing engineering curriculum in the second and third year from a narrow sub-discipline based approach to a more inclusive system-based approach; and enriching aspirations for all students by providing role models from industry and academia. Through these efforts radical changes will be made in the structure of the program: increase the percentage of women and ethnic/racial minorities (visible URMs) in the department from 19.3 percent to above 50 percent in the 5 year duration of the grant, while at the same time also increasing the percentage of all historically underserved groups; redesign curriculum, teaching and learning, and department systems and processes to promote inclusiveness that benefits all students; improve retention of all students from 85 to 95 percent; improve 5-year graduation rates of all CEE students from the current level of 68 to 80 percent; and incentivize the faculty to be active partners in the transformationThis transformative research project will generate new knowledge about the experiences of URMs in engineering. The main research questions include: (1) What is the perceived human capital (acquiring knowledge or skills), sociocultural capital (developing interpersonal relationships and networks), and personal capital (intrinsic and extrinsic motivation) of URM engineering students? What are the similarities and differences in those perceptions across race, ethnicity, socio-economic status, gender and sexual orientation? (2) How do the students perceive their self-efficacy and professional identity in (civil) engineering? (3) What aspects of faculty development training are most effective in promoting adoption of inclusive teaching practices and learning environment and creating an inclusive culture? These research questions will be used to obtain a better understanding of the perceived barriers for URMs in the field of engineering and identify strategies for developing a model of inclusivity. Strategies encompass admission and retention of students, faculty attitudes and teaching, and curricular changes that will impact the way students think and function in the professional workplace. The vision also extends to the students' professional growth with higher aspirations being cultivated by addressing and enhancing human, social, and cultural capital. The transformation will help the student internalize aspirations, develop self-efficacy and self-confidence that they belong in the field as leaders and advocates for inclusivity. The results from this project will be a transformation kit, which allows other engineering programs to make similar changes. This project will provide guidance on how to change the culture of engineering to one of inclusion, ultimately resulting in a more diverse engineering workforce prepared to address the challenges of the 21st century.

在过去的10 - 15年中，尽管有许多计划和其他活动在那段时间内开发了许多计划和其他活动，但在过去的10 - 15年中，努力提高工程多样性的努力一直停滞不前。缺乏进步表明，简单地“修复”管道是不够的。相反，需要做出的努力来改变工程教育中所有利益相关者对多样性的思考方式。该项目将彻底改变罗恩大学的民事和环境工程系（CEE），以极大地增加多样性，并获得所有CEE学生的高保留率和毕业率。一个雄心勃勃的课程和课外改革计划正在用于增加妇女和代表性不足的少数民族（URM）学生和历史悠久的群体的代表。这些措施将采用多种条件的方法来部署，其中包括修订入学标准以促进更多样化的学生团体；增强对学生，教师和管理者之间多样性和平等的看法和理解，以改善包容性文化；为第一年制定倡导者和盟友指导计划和转学学生；将现有的工程课程从第二年和第三年转变为基于狭窄的子学科的方法，转换为基于包容性系统的方法；并通过提供行业和学术界的榜样来丰富所有学生的愿望。通过这些努力，将在该计划的结构中进行根本性的变化：在赠款的5年期间，该部门的妇女和种族/种族少数族裔（可见的URM）的百分比从19.3％到超过50％，而同时也增加了所有历史悠久的群体的百分比；重新设计课程，教学以及部门系统和流程，以促进使所有学生受益的包容性；将所有学生的保留率从85％提高到95％；将所有CEE学生的5年毕业率从目前的68％提高到80％；并激励教师成为转型的活跃伙伴，这项变革性研究项目将产生有关URMS在工程中的经历的新知识。主要的研究问题包括：（1）什么人是什么人的人力资本（获得知识或技能），社会文化资本（发展人际关系和网络）以及URM工程学生的个人资本（内在和外在动机）是什么？种族，种族，社会经济地位，性别和性取向的这些观念的相似之处和差异是什么？ （2）学生如何看待（民用）工程中的自我效能和专业身份？ （3）教师发展培训的哪些方面最有效地促进包容性的教学实践和学习环境并创造包容性文化？这些研究问题将用于更好地了解工程领域中URM的感知障碍，并确定开发包容性模型的策略。策略包括对学生，教师态度和教学的录取和保留，以及课程变化，将影响学生在专业工作场所的思维方式和功能。该愿景还扩展到学生的专业成长，通过解决和增强人类，社会和文化资本来培养和提高志向。这种转变将有助于学生将愿望内部化，发展自信心和自信心，使他们属于领导者，并提倡包容性。该项目的结果将是一个转换套件，它允许其他工程计划进行类似的更改。该项目将提供有关如何将工程文化改为包容性文化的指导，最终导致更多样化的工程劳动力准备应对21世纪的挑战。