BPC-DP: Cultivating Academic Inclusion and Career Engagement to Increase the Persistence of Minoritized Students in Computing

BPC-DP：培养学术包容性和职业参与度，以提高少数族裔学生对计算机的坚持

• 批准号: 2216540
• 负责人: Lynette Yarger
• 金额: $ 29.68万
• 依托单位: Pennsylvania State Univ University Park
• 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: 2022-10-01 至 2024-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2216540&HistoricalAwards=false
• 关键词: BPC; DP; Cultivating; Academic; Inclusion

Despite efforts to broaden participation in technology majors at US universities, classroom learning environments and career engagement opportunities have not evolved to meet the unique needs of increasingly diverse student bodies. The voices and experiences of women, Black and Hispanic / Latinx students are commonly underrepresented in existing curriculum and instructional practices, which reinforces inequities that impede their learning, engagement, and persistence in technology majors. This demonstration project aims to create first-year learning experiences reflective of the knowledge and skills of minoritized students. The project team will pilot a novel approach for overlaying inclusive teaching practices on the well-established Analyze, Design, Develop, Implement and Evaluate (ADDIE) course design model. Instructors at Penn State’s College of Information Sciences and Technology will participate in Inclusive ADDIE workshops to redesign the first-year course and develop a digital badging credential. The expected outcomes of these faculty development activities include first-year learning experiences that foster classroom spaces that welcome and support diverse learners, strengthen student-teacher interactions, and incentivize and reward students’ exploration of technology career resources and opportunities. Broadening participation initiatives tend to focus on recruiting new students while overlooking current students as an essential asset in reaching diversity goals. The proposed study uses Inclusive ADDIE, an action-oriented framework, to reimagine a first-year course that enhances the learning experiences and career exploration opportunities of minoritized students majoring in IST. The project team will implement and assess two scalable and reproducible faculty development interventions that consider intersectionality and facilitate modifications to curriculum and instructional practices to bolster students’ persistence. The Inclusive ADDIE framework has transformative potential concerning more significant theorizing of race and ethnicity related to inclusive pedagogies and course design. This project also offers a repeatable methodology and curriculum for inclusive pedagogy and course design that supports the persistence of minoritized students in technology majors.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.

尽管美国大学努力扩大对技术专业的参与，但课堂学习环境和职业参与机会尚未发展到满足日益多样化的学生群体的独特需求。女性、黑人和西班牙裔/拉丁裔学生的声音和经历普遍不足。现有的课程和教学实践，加剧了阻碍他们学习、参与和坚持技术专业的不平等。该示范项目旨在创造反映少数族裔学生知识和技能的第一年学习体验。的方法将包容性教学实践叠加在完善的分析、设计、开发、实施和评估 (ADDIE) 课程设计模型上 宾夕法尼亚州立大学信息科学与技术学院的教师将参加包容性 ADDIE 研讨会，重新设计第一年课程并开发。这些教师发展活动的预期成果包括第一年的学习体验，营造欢迎和支持多元化学习者的课堂空间，加强学生与教师的互动，并激励和奖励学生的探索。扩大参与计划往往侧重于招收新学生，而忽视了现有学生作为实现多元化目标的重要资产。拟议的研究使用包容性ADDIE（一种以行动为导向的框架）来重新构想第一年课程：增强 IST 主修的少数族裔学生的学习体验和职业探索机会 该项目团队将实施和评估两项可扩展且可重复的教师发展干预措施，这些干预措施考虑交叉性并促进课程和教学实践的修改，以增强学生的毅力。包容性 ADDIE 框架对于与包容性教学法和课程设计相关的更重要的种族和民族理论具有变革潜力，该项目还为包容性教学法和课程设计提供了可重复的方法和课程，支持少数族裔学生在技术专业的坚持。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，NSF 的法定使命被认为值得支持。