Collaborative Research (HBCU-DCL EAGER): Broadening participation and strengthening capacity in interdisciplinary engineering model development

协作研究（HBCU-DCL EAGER）：扩大跨学科工程模型开发的参与并加强能力

基本信息

批准号：
1741561
负责人：
Ekundayo Shittu
金额：
$ 19.99万
依托单位：
George Washington University
依托单位国家：
美国
项目类别：
Standard Grant
财政年份：
2017
资助国家：
美国
起止时间：
2017-09-15 至 2020-08-31
项目状态：
已结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=1741561&HistoricalAwards=false
关键词：
Collaborative Research HBCU DCL EAGER

项目摘要

It is important to understand how doctoral scholars of color are able to integrate cultural identity and self-efficacy in contexts where stereotype threat might be prevalent, such as higher education, STEM programs, and intensive research labs. This project seeks to identify, understand, and describe the interplay between the sense of identity, self-efficacy, metacognition of modeling formalisms, and stereotype threat. Specifically, the goal is to understand how thinking and narrative identity evolve over time and how the process of coaching scholars of color in a supportive academic context might strengthen the value proposition of entering the professoriate. The key objectives of this project are: (1) to implement a collaborative approach to the development of highly skilled and competitive graduate scholars; and (2) to broaden participation among underrepresented minorities (URMs) in the engineering professoriate, with a specific focus on African Americans. Success of the project will be evident by an increased participation of these scholars in high-impact activities such as scholarly publications, progress toward degree, and applying to academic positions. Additionally, this research project will help to strengthen institutional capacities, particularly of a Historically Black College/University (HBCU). It will also link parallel efforts at NC A&T State University (a public HBCU) and George Washington University (a private Predominantly White Institution/PWI). Using a quasi-experimental design, pre- and post-test control group design, the proposed research project is a first attempt to integrate anticipatory cognition development and stereotype threat reduction in full immersion of engineering modeling that aligns with NSF's Research and Related Activities (R&RA) programs. The investigators will also create a proof-of-concept that evaluates different adaptive learning formalisms to identify effective strategies to aid students' capabilities to develop and apply mathematical models for problem solving in engineering. The role of anticipatory cognition is to influence students' reasoning about the problem content prior to the development and application of the mathematics-based approach. A stereotype minimization coaching model will be implemented and performance and social learning variables (e.g., stereotype threats, identity, and engineering modeling self-efficacy) will be compared across both institutions. There is an implicit hypothesis that additional factors may emerge because of the differences between the institutions. Such emerging factors as critical mass and social class may be identified. The effectiveness of the coaching model will be assessed through a quasi-experimental design, pre- and post-test control group design at the two sites. In so doing, the proposed research project has two concomitant efforts - one focused on an R&RA program to develop subject matter expertise in engineering model development, and the other a pilot study to compare an intervention to optimize anticipatory cognition and minimize stereotype threat among these same graduate students.

重要的是要了解博士学位学者如何能够在可能普遍存在的刻板印象威胁的情况下整合文化认同和自我效能感，例如高等教育，STEM计划和强化研究实验室。该项目旨在识别，理解和描述身份感，自我效能感，对形式主义建模的元认知和刻板印象威胁之间的相互作用。具体而言，目标是了解思维和叙事身份如何随着时间的流逝而发展，以及在支持性学术背景下教练有色学者的过程如何增强进入教授的价值主张。该项目的关键目标是：（1）实施一种协作方法来开发高技能和竞争性的研究生学者；（2）扩大了代表性不足的少数民族（URM）在工程教授中的参与，并特别关注非裔美国人。这些学者参与高影响力活动，例如学术出版物，攻读学位以及应用学术职位，可以明显看出该项目的成功。此外，该研究项目将有助于加强机构能力，特别是历史悠久的黑人学院/大学（HBCU）。它还将在NC A＆T州立大学（公立HBCU）和乔治华盛顿大学（私立性白人机构/PWI）上链接并行的努力。拟议的研究项目是使用准实验设计，预测试对照组设计的，是将预期的认知发展和刻板印象威胁减少整合的全面浸入工程建模的尝试，该项目与NSF的研究及相关活动（R＆RA）计划（R＆RA）计划。调查人员还将创建概念验证，评估不同的适应性学习形式主义，以确定有效的策略，以帮助学生开发和应用数学模型来解决工程问题的能力。预期认知的作用是在开发和应用基于数学的方法之前影响学生对问题内容的推理。将在两个机构中比较一个刻板印象最小化的教练模型，并将比较表现和社会学习变量（例如，刻板印象威胁，身份和工程建模自我效能）。有一个隐含的假设，即由于机构之间的差异，可能会出现其他因素。可以确定临界质量和社会阶层等新兴因素。教练模型的有效性将通过两个站点的准实验设计，预测试前和测试后对照组设计进行评估。这样一来，拟议的研究项目就进行了两项伴随的努力 - 一个专注于R＆RA计划，以开发工程模型开发方面的主题专业知识，另一项一项试点研究，以比较一项干预措施，以优化预期的认知并最大程度地减少这些研究生中的刻板印象威胁。