CAREER: Responsive Support Structures for Marginalized Students: A Critical Interrogation of Navigational Strategies

职业：边缘化学生的响应式支持结构：对导航策略的批判性质疑

• 批准号: 1943811
• 负责人: Walter Lee
• 金额: $ 57.09万
• 依托单位: Virginia Polytechnic Institute and State University
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2020
• 资助国家: 美国
• 起止时间: 2020-05-01 至 2025-04-30
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1943811&HistoricalAwards=false
• 关键词: CAREER; Responsive; Support; Structures; Marginalized

Fostering educational environments that empower every student to access available and necessary resources in their pursuit of undergraduate engineering degrees is a national imperative. To support this goal, colleges and universities provide numerous forms of student support intended to increase the retention and graduation rates of its undergraduate engineering students (e.g., peer mentoring programs). Because of the current lack of diversity in engineering, support often focuses on marginalized groups, such as Black and Latinx students. However, student outcomes and previous research reveals the need for more responsive student support tailored to individual students’ needs. Accordingly, the aim of this CAREER project is to advance the extent to which the engineering education community understands how marginalized students 1) navigate undergraduate engineering programs, and 2) make decisions with respect to seeking help. The study will provide information directly to student support services. By understanding the experiences and decision-making of Black and Latinx students, colleges and universities can support educational environments that are more responsive to the potential diversity of the student populations. The impact of this work will be the more intentional use of university investments and resources focused on broadening participation in engineering.This CAREER award is a multi-case study which seeks to: (1) compare the support systems and navigational strategies across four universities of undergraduate engineering students’ responses to challenging situations (e.g., receiving poor grades, needing a recommendation letter), and (2) critically interrogate the effectiveness and appropriateness of different navigational strategies as defined by the students themselves. Primary data sources include institutional documents (e.g., program descriptions) from academic units and interviews with marginalized students. Data analysis is informed by person-environment fit theory. This project will introduce person-environment fit theory to scholars and practitioners who focus on marginalized students in engineering, and significantly advance fundamental knowledge of the strengths and deficiencies within university support structures and processes. The results of the study will inform the development of Situational Judgement Inventories for undergraduate engineering students, which will be openly shared, and seminars and workshops for educators and administrators.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.

营造教育环境，让每个学生在攻读本科工程学位时都能获得可用和必要的资源是国家当务之急。为了支持这一目标，学院和大学提供多种形式的学生支持，旨在提高本科生的保留率和毕业率。由于目前工程领域缺乏多样性，支持通常集中在黑人和拉丁裔学生等边缘群体上。然而，学生的成果和之前的研究表明，需要更有针对性的学生支持。因此，目标。该职业项目的目的是提高工程教育界对边缘化学生如何 1) 驾驭本科工程课程以及 2) 做出寻求帮助的决定的程度。该研究将通过理解直接向学生支持服务提供信息。黑人和拉丁裔学生、学院和大学的经验和决策可以支持更能适应学生群体潜在多样性的教育环境。这项工作的影响将是更有意地利用大学的投资和资源。扩大对工程的参与。这个职业奖是一项多案例研究，旨在：(1) 比较四所大学的支持系统和导航策略，其中包括本科工程专业学生对挑战性情况的反应（例如，成绩不佳、需要推荐信），以及 (2) 批判性地询问学生自己定义的不同导航策略的有效性和适当性主要数据来源包括来自学术单位的机构文件（例如，项目描述）和对边缘化学生的访谈。该项目将根据人与环境的契合理论进行数据分析。介绍人与环境的契合度向关注工程领域边缘化学生的学者和从业者提供理论，并显着提高大学支持结构和流程中的优势和缺陷的基础知识。研究结果将为工程本科生的情境判断清单的开发提供信息。公开分享，并为教育工作者和管理人员举办研讨会和讲习班。该奖项反映了 NSF 的法定使命，并通过使用基金会的智力价值和更广泛的影响审查标准进行评估，被认为值得支持。

项目成果

(Un)equal demands and opportunities: Conceptualizing student navigation in undergraduate engineering programs

（不）平等的要求和机会：概念化本科工程课程中的学生导航

• DOI: 10.1002/jee.20543
• 发表时间: 2023-06
• 期刊: Journal of Engineering Education
• 影响因子: 3.4
• 作者: Lee, Walter C.;Hall, Janice L.;Josiam, Malini;Pee, Crystal M.
• 通讯作者: Pee, Crystal M.

“The only difference is now it counts:” Exploring the Role of a Summer Bridge Program in Shaping Student Expectations of Engineering

– 唯一的区别是现在它很重要： – 探索暑期桥梁项目在塑造学生对工程学的期望中的作用

• DOI: 10.18260/1-2--44783
• 发表时间: 2023-02
• 期刊: 2023 Collaborative Network for Computing and Engineering Diversity (CoNECD
• 作者: Johnson, Taylor;Josiam, Malini;Lee, Walter
• 通讯作者: Lee, Walter

Beyond Selecting a Methodology: Discussing Research Quality, Ethical, and Equity Considerations in Qualitative Engineering Education Research

除了选择方法之外：讨论定性工程教育研究中的研究质量、道德和公平考虑

• 发表时间: 2022-08
• 期刊: ASEE annual conference exposition
• 作者: Josiam, Malini;Johnson, Taylor;Hall, Janice;Lee, Walter C;Pee, Crystal
• 通讯作者: Pee, Crystal

Work in Progress: Navigating Undergraduate Engineering as a Woman of Color

正在进行的工作：以有色人种女性的身份引导本科工程

• DOI: 10.1109/fie58773.2023.10343416
• 发表时间: 2023-10
• 期刊: 2023 IEEE Frontiers in Education Conference (FIE
• 作者: Josiam, Malini;Johnson, Taylor;Ausman, Michelle;Lee, Walter C.
• 通讯作者: Lee, Walter C.

Work in Progress: Development of a Situational Judgment Inventory for Marginalized Student Support

正在进行的工作：为边缘化学生支持制定情境判断清单

• DOI: 10.1109/fie58773.2023.10343415
• 发表时间: 2023-10
• 期刊: 2023 IEEE Frontiers in Education Conference (FIE
• 作者: Josiam, Malini;Turner, Artre;Lee, Walter C.
• 通讯作者: Lee, Walter C.