Collaborative Research: IRES Track I: US-Kenya Collaboration to Foster Underrepresented Students' Capacity in Community-Based Engineering Education Research

合作研究：IRES 第一轨：美国-肯尼亚合作，培养代表性不足的学生在社区工程教育研究中的能力

• 批准号: 2153641
• 负责人: Stephanie Claussen
• 金额: $ 11.99万
• 依托单位: San Francisco State University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-09-01 至 2025-08-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2153641&HistoricalAwards=false
• 关键词: Collaborative; Research; IRES; Track; US

Despite increased attention to and support for international opportunities for students, there are clear gaps in terms of who participates in such experiences and where they travel. Engineering students participate at lower rates, and racially and economically minoritized college/university students are the least likely to have the opportunity to participate. In addition, such international trips rarely take place in sub-Saharan Africa. To address this need, this IRES Track 1 project supports U.S. underrepresented students in conducting research in community-engaged engineering and the design of localized engineering education in Eldoret, Kenya. Students will work with research mentors in social work, engineering, and from the community itself, which will support their critical understanding of collaboration in international development and engineering problem-solving. We work across two collaborating institutions, Purdue University (PU) and San Francisco State University (SFSU), and we engage two departments at Moi University in Kenya, Education/Social Work and Engineering, and a community partner organization, Tumaini Innovation Center. This project will allow a broader population of U.S. engineering students to participate in an international research experience. This program gives first-generation, racially-minoritized, or low socioeconomic-status students the opportunity to carry out research abroad and experience the research process while also empowering them through mentorship and reflection. The student research projects will expand existing research in both Kenya and the U.S. in community-engaged engineering and localized engineering education.This project addresses an integrated set of research and practice aims, both through the research that student IRES participants will conduct and in the thoughtful evaluation of the program. First, the research conducted by the student researchers will contribute to rich scholarship in both community-engaged engineering and the development of localized engineering teaching and learning. There is a great need for additional research on how engineers can engage with communities in just and sustainable ways and for how engineering education can meet the unique needs of individual communities and student populations. The IRES student research projects have the potential to identify opportunities and approaches for developing engineering education that builds effectively on local knowledge. Second, the evaluation of this program can contribute to our understanding of student learning, intercultural growth, and experiences in international research. In particular, our project will focus on racially and economically marginalized and first-generation students, who are typically not represented in existing research on such programs. Through our engagement with multiple U.S. institutions (Purdue and SFSU) and our focused engagement with groups that support underrepresented students in engineering at both institutions, our IRES program will provide a mechanism for broad impacts on the fields of engineering education and engineering practice. Through our detailed student recruitment plan and our thematic focus, our IRES program will broaden access to impactful, community-centered engineering education research.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.

尽管越来越多地关注和支持学生的国际机会，但在谁参与此类经历以及他们去哪里方面仍存在明显差距。工程专业学生的参与率较低，而种族和经济上属于少数群体的大学生最不可能有机会参与。此外，此类国际旅行很少在撒哈拉以南非洲进行。为了满足这一需求，IRES Track 1 项目支持美国代表性不足的学生在肯尼亚埃尔多雷特开展社区参与工程研究和本地化工程教育设计。学生将与社会工作、工程和社区本身的研究导师一起工作，这将支持他们对国际发展和工程问题解决中的合作的批判性理解。我们与普渡大学 (PU) 和旧金山州立大学 (SFSU) 这两个合作机构合作，并与肯尼亚莫伊大学的两个系（教育/社会工作和工程系）以及一个社区合作伙伴组织图迈尼创新中心 (Tumaini Innovation Center) 合作。该项目将使更多的美国工程专业学生能够参与国际研究经历。该项目为第一代、种族少数或社会经济地位较低的学生提供了在国外开展研究并体验研究过程的机会，同时也通过指导和反思赋予他们权力。学生研究项目将扩大肯尼亚和美国在社区参与工程和本地化工程教育方面的现有研究。该项目通过学生 IRES 参与者将进行的研究以及深思熟虑的方式来解决一系列综合研究和实践目标。该计划的评估。首先，学生研究人员进行的研究将为社区参与工程和本地化工程教学的发展提供丰富的奖学金。非常需要进一步研究工程师如何以公正和可持续的方式与社区互动，以及工程教育如何满足各个社区和学生群体的独特需求。 IRES 学生研究项目有潜力发现有效建立在当地知识基础上的工程教育发展机会和方法。其次，对该项目的评估可以有助于我们对学生学习、跨文化成长和国际研究经验的理解。特别是，我们的项目将重点关注种族和经济上被边缘化的第一代学生，这些学生通常在此类项目的现有研究中没有代表性。通过我们与多个美国院校（普渡大学和 SFSU）的合作，以及与支持两所院校工程领域代表性不足的学生的团体的重点合作，我们的 IRES 计划将为工程教育和工程实践领域提供一种广泛影响的机制。通过我们详细的学生招募计划和主题重点，我们的 IRES 计划将扩大获得有影响力的、以社区为中心的工程教育研究的机会。该奖项反映了 NSF 的法定使命，并通过使用基金会的智力优势和更广泛的影响进行评估，被认为值得支持审查标准。