Research: Collaborative Research: Changing the Conversation with Humanitarian Engineering Context

研究：合作研究：改变人道主义工程背景下的对话

• 批准号: 1763204
• 负责人: Jessica Kaminsky
• 金额: $ 32.96万
• 依托单位: University of Washington
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2018
• 资助国家: 美国
• 起止时间: 2018-09-01 至 2023-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1763204&HistoricalAwards=false
• 关键词: Research; Collaborative; Changing; Conversation; Humanitarian

Undergraduate students with a strong engineering identity define themselves as engineers, feel that they belong in engineering, feel positively about engineering and engineers, and feel that others feel positively about engineering and engineers. Engineering identity is important because there is evidence that a lack of identification with engineering motivates students to leave the discipline despite demonstrated technical skills. This issue differentially impacts female students, who are more likely to perceive an identity mismatch between themselves and engineering. This is a nationally important problem for a variety of reasons, including strong industrial demand for engineers, research that indicates diverse teams produce more creative results, and concerns of social justice. This research tests the potential of humanitarian context to address this perceived identity mismatch. Humanitarian engineering is distinguished by its focus on vulnerable or otherwise underserved populations; for example, this could include infrastructure design and construction in disaster recovery or international development contexts. There is limited evidence that humanitarian issues disproportionately motivate female students to persist in engineering. As such, this research empirically measures whether or not humanitarian context supports engineering identity formation in undergraduate students, paying particular attention to gender. If justified by the research results, this project will create and widely disseminate an open source textbook companion for construction engineering educators at universities nationwide. This textbook companion will frame disciplinary content in humanitarian context, and will make this curricular innovation available nationwide.In this research, 650 undergraduate engineering students will experience technical engineering content framed by humanitarian, industrial, or no context. Pre- and post-tests of the students' engineering identity will be measured by existing, validated survey tools, and will be complimented by qualitative data from Describe an Engineer activities and reflection activities intended to help students build meaning from the research experience. These data will be collected through in person, online, and course based interventions. This research will build new theory, bridging the engineering education literatures in context, community engagement/service learning, and engineering identity. By reframing engineering content in terms of humanitarian outcomes, we are providing students with an alternate theorization of the nature of - or, the identity of - engineers and engineering work. This may enable us to increase the number of students who can identify with engineering and thereby open the gateway of engineering to a wider and more diverse population. Ultimately, by providing empirical evidence of the impact of humanitarian context in engineering pedagogy, this research is a step towards a more inclusive engineering curriculum.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

具有强大工程认同的本科生将自己定义为工程师，认为自己属于工程学，对工程和工程师的积极感兴趣，并感到其他人对工程和工程师有积极的态度。 工程身份很重要，因为有证据表明，尽管有证明的技术技能，但有证据表明工程学缺乏认同会激发学生离开学科。 这个问题会差异地影响女学生，女学生更有可能认为自己与工程之间的身份不匹配。 由于各种原因，这是一个全国范围内的重要问题，包括对工程师的强大工业需求，这表明各种团队会产生更多创造性的成果，并担心社会正义。 这项研究测试了人道主义背景的潜力，以解决这种感知的身份不匹配。 人道主义工程的特色是其专注于脆弱或其他服务不足的人群。例如，这可能包括灾难恢复或国际发展环境中的基础设施设计和建设。 有限的证据表明，人道主义问题不成比例地激励女学生继续进行工程学。 因此，这项研究从经验上衡量人道主义背景是否支持本科生的工程认同形成，特别关注性别。 如果由研究结果证明，该项目将创建并广泛传播全国大学建设工程教育者的开源教科书伴侣。 这本教科书伴侣将在人道主义背景下构建纪律内容，并将这项课程创新在全国范围内提供。在这项研究中，有650名本科工程专业的学生将体验由人道主义，工业或没有背景的技术工程内容。 学生的工程认同的预测试和后测试将由现有的，经过验证的调查工具来衡量，并通过描述工程师活动的定性数据和反思活动来衡量，旨在帮助学生从研究经验中建立意义。 这些数据将通过亲自，在线和基于课程的干预措施来收集。 这项研究将建立新的理论，在上下文，社区参与/服务学习和工程身份中桥接工程教育文献。 通过根据人道主义成果重新构架工程内容，我们为学生提供了对工程师和工程工作的身份的替代理论化。这可能使我们能够增加能够认同工程的学生的数量，从而向更广泛和更多样化的人口开放工程通道。 最终，通过提供人道主义环境在工程教学法中的影响的经验证据，这项研究是迈向更具包容性工程课程的一步。该奖项反映了NSF的法定任务，并被认为是通过基金会的知识分子优点和更广泛的影响审查标准来通过评估来进行评估的。

项目成果

The Typical and Ideal Engineer, as Seen by Our Students

学生眼中的典型理想工程师

• DOI: 10.1061/9780784482872.069
• 发表时间: 2020
• 期刊: Construction Research Congress (ASCE
• 作者: Scalone, Giovanna;Yasuhara, Ken;Lee, Regina Y.;Poleacovschi, Cristina;Kaminsky, Jessica
• 通讯作者: Kaminsky, Jessica

Who Are We Talking To? Situating Construction Engineering and Management Knowledge

我们在和谁说话？

• DOI: 10.1061/(asce)co.1943-7862.0001977
• 发表时间: 2021
• 期刊: Journal of Construction Engineering and Management
• 影响因子: 5.1
• 作者: Kaminsky, Jessica

Gender and Engineering Identity among Upper-Division Undergraduate Students

高年级本科生的性别和工程认同

• DOI: 10.1061/(asce)me.1943-5479.0000876
• 发表时间: 2021
• 期刊: Journal of Management in Engineering
• 影响因子: 7.4
• 作者: Hamlet, Leigh C.;Roy, Arkajyoti;Scalone, Giovanna;Lee, Regina;Poleacovschi, Cristina;Kaminsky, Jessica
• 通讯作者: Kaminsky, Jessica

Civil engineering students as avoidant actors: Using culturally relevant problem‐solving to increase critical action attitudes

土木工程专业的学生作为回避行为者：利用文化相关的问题解决来提高批判性的行动态度

• DOI: 10.1002/jee.20507
• 发表时间: 2023
• 期刊: Journal of Engineering Education
• 影响因子: 3.4
• 作者: Drake, Riley;Poleacovschi, Cristina;Faust, Kasey M.;True‐Funk, Arie;Kaminsky, Jessica
• 通讯作者: Kaminsky, Jessica