Collaborative Research: Leveraging the Collective Strengths of e4usa and FIRST for Greater Impact on the Future Engineering Workforce (e4usa+FIRST)

合作研究：利用 e4usa 和 FIRST 的集体优势对未来工程人员产生更大影响 (e4usa FIRST)

• 批准号: 2113312
• 负责人: Medha Dalal
• 金额: $ 48.78万
• 依托单位: Arizona State University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2021
• 资助国家: 美国
• 起止时间: 2021-04-15 至 2024-06-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2113312&HistoricalAwards=false
• 关键词: Collaborative; Research; Leveraging; Collective; Strengths

Industry demands for highly trained science, technology, engineering, and math (STEM) professionals are growing at a rate not supported by current post-secondary student enrollments. Efforts have been made primarily in isolation at the pre-college level to educate and excite students about possible careers in STEM. The e4usa+FIRST project is an unprecedented effort that establishes a partnership between two existing programs - Engineering for US All (e4usa) and For Inspiration and Recognition of Science and Technology (FIRST) - in an effort to leverage collective strengths toward furthering the democratization of engineering education. This collaborative effort prepares teachers to educate, inform, and excite youth about careers in engineering for greater overall impact on the future engineering workforce.The project’s overarching goal is to design and test a myriad of blended e4usa and FIRST models to be implemented within underserved communities that have been unable to offer or maintain engineering experiences at their schools. Targeting unserved communities is designed to intentionally expand the reach and impact of these two programs. The overarching goal is accompanied by four objectives: 1) establish blended e4usa+FIRST models for high schools in underserved communities, 2) prepare teachers and schools to implement an e4usa+FIRST model, 3) link teachers with mentors, universities, and industry, and 4) explore program scalability and sustainability through innovative business models and technological tools. The overall effort entails a kick-off workshop, multiple development sprints, summer professional development, academic year community of practice, mentorship, university and industry partnerships, and scalability and sustainability initiatives. Implementation will be evaluated using teacher interviews, student focus groups, classroom observations, and surveys. Additional efforts exploring mechanisms to support scalability, sustainability, and incorporation of new schools into the engineering education ecosystem are intended to increase the longevity and overall impact of the e4usa+FIRST program. This effort provides the foundation for testing the likelihood of the collaboration’s future success, specifically within underserved communities. The blended approach has the potential to contribute greatly to recruitment and retention of a more diverse future engineering workforce, while demonstrating the value of such efforts to university and industry partners. The result will be a better educated citizenship with a growing interest in engineering and engineering careers.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.

行业对训练有素的科学，技术，工程和数学（STEM）专业人士的需求正在增长，而当前的大专生入学率不支持。在大学前的水平孤立地进行了努力，以教育和激动的学生有关STEM的可能职业。 E4USA+第一个项目是前所未有的努力，它在两个现有计划之间建立了伙伴关系 - 对我们所有人（E4USA）的工程（E4USA）和对科学技术的灵感和认可（首先） - 努力利用集体优势，以进一步实现工程教育的民主化。这项合作的努力使教师为教育，告知和激发青年关于工程学的职业，以更大的整体影响对未来的工程劳动力。该项目的总体目标是设计和测试无数的混合E4USA和第一个模型，该模型将在服务不足的社区中实施，这些社区无法提供或维持其学校的工程经验。针对无人保护的社区旨在有意扩大这两个计划的影响力和影响。总体目标是通过四个目标来实现的：1）建立在服务不足社区中的高中混合E4USA+第一型模型，2）准备教师和学校实施E4USA+FIRST模型，3）将教师与导师，大学和行业和行业以及4）联系通过创新的商业模型和技术工具来探索计划的可扩展性和可持续性。整体努力实体是开球研讨会，多个发展冲刺，夏季专业发展，学年的实践社区，心态，大学和行业伙伴关系以及可扩展性和可持续性计划。实施将使用教师访谈，学生焦点小组，课堂观察和调查评估。探索支持可伸缩性，可持续性和新学校在工程教育生态系统中的额外努力旨在提高E4USA+FIRST计划的寿命和整体影响。这项努力为测试合作未来成功的可能性，特别是在服务不足的社区中的基础。这种混合方法有可能为招募和保留更多样化的未来工程劳动力做出巨大贡献，同时证明了这种努力对大学和行业合作伙伴的价值。结果将是一个受过良好教育的公民身份，对工程和工程职业的兴趣越来越不断兴趣。该奖项反映了NSF的法定任务，并且使用基金会的知识分子优点和更广泛的影响评估标准，被认为是通过评估而被视为珍贵的。

项目成果

Collaboration Instead of Competition: Blending Existing Pre-College Engineering Programs for Greater Impact

合作而不是竞争：融合现有的大学预科工程课程以产生更大的影响

• DOI: 10.1109/fie56618.2022.9962655
• 发表时间: 2022
• 期刊: Frontiers in Education Conference
• 作者: Dalal, Medha;Carberry, Adam;Efe, Steve;James-Okeke, Petronella;Rogers, David
• 通讯作者: Rogers, David

Blended Implementation of Existing Precollege Engineering Programs: Teacher Perspectives of Program Impact

现有大学预科工程课程的混合实施：教师对课程影响的看法

• DOI: 10.1109/te.2023.3338610
• 发表时间: 2023
• 期刊: IEEE Transactions on Education
• 影响因子: 2.6
• 作者: Dalal, Medha;Iqbal, Assad;Carberry, Adam R.
• 通讯作者: Carberry, Adam R.

Re-Envisioning Robotics in Engineering Education: A partnership between e4usa & FIRST

重新构想工程教育中的机器人：e4usa 之间的合作伙伴关系

• 发表时间: 2023
• 期刊: ASEE
• 作者: Carberry, A.;Rogers, D.;Dalal, M.;Iqbal, A;James-Okeke, P.
• 通讯作者: James-Okeke, P.

Formative Assessment Practices in High School Classrooms - Experiences of a High School Teacher Teaching Engineering Design Curriculum

• DOI: 10.1109/fie58773.2023.10342920
• 发表时间: 2023-10
• 期刊: 2023 IEEE Frontiers in Education Conference (FIE)
• 作者: Assad Iqbal;Adam R. Carberry;Medha Dalal

High School Teachers’ Preparedness to Implement Blended e4usa+FIRST models in Underserved Communities (Work in Progress)

高中教师准备在服务不足的社区实施混合 e4usa FIRST 模式（正在进行中）

• 发表时间: 2022
• 期刊: American Society for Engineering Education Annual Conference and Exposition
• 作者: Efe, S.