Greenway Institute of Elizabethtown College Center for Sustainability and Equity in Engineering

伊丽莎白敦学院格林威学院工程可持续与公平中心

• 批准号: 2219807
• 负责人: Sara Atwood
• 金额: $ 119.62万
• 依托单位: Elizabethtown College
• 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: 2022-08-01 至 2024-07-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2219807&HistoricalAwards=false
• 关键词: Greenway; Institute; Elizabethtown; College; Center

This award is funded in whole or in part under the American Rescue Plan Act of 2021 (Public Law 117-2).This project will broaden participation in engineering by creating the Greenway Center for Equity and Sustainability (GCES). GCES will be dedicated to recruiting and retaining a diverse community of students who are all equally included, engaged, and enabled to develop their professional skills and engineering identities regardless of socioeconomic status or race. Most traditional engineering programs embody biases and practices that perpetuate inequity: grading schemes that immediately rank students, competitive and isolating work cultures, emphasis on passive lectures, and isolation from the impact of real-world engineering. This disadvantages students whose opinions and talents are underrepresented in the engineering profession, including underrepresented racial minorities, women, students from rural locations, Pell-eligible students, and/or first-generation students. GCES will target programs (including teacher professional development) and outreach in communities with larger numbers of underrepresented students to ensure that the students, teachers, and faculty we serve, and employ are diverse. We will also recruit diverse mentors to sponsor students into engineering. GCES will combine Elizabethtown College’s ABET-accredited engineering program and longstanding experience working with these student groups with the Greenway Institute’s project-based learning curriculum and focus on sustainability. GCES will be a supportive, inclusive community where every student can develop the competence, confidence, and connections they need to thrive in engineering by learning engineering through hands-on, teamwork-based projects that address real-world problems. Because this innovation will occur in a resource constrained environment, its potential replicability across other such settings is enhanced.This two-year program will pilot a fully problem-based curriculum that includes (1) design and implementation of engineering education for equity and sustainability and (2) training of faculty to design and deliver equity-focused engineering instruction that strengthens the engineering identity and success of students from underrepresented groups. In Year 1, learning outcomes will be specified and a one-year, 100% hands-on pilot program in sustainable engineering developed, Sustainable Engineering for Equity (SEE). SEE will be organized around eight learning modules, each focused on a different engineering challenge. Modules will be structured to progressively develop the engineering skills that first-year students should master and will be specifically based on mastery proficiency milestones and outcomes specified by ABET. Hands-on, supportive project work will be paired with contextualized, just-in-time instruction to make sure students have strong mastery of math and science fundamentals and plenty of opportunities to practice, revise, and improve their work. In Year 2, faculty will pilot the one-year SEE program with a sample of students that includes strong representation from our target groups. SEE will enable the GCES to hone its practices, train its faculty, and set up infrastructure to support a fully inclusive, equitable engineering program. The impact of redesigning engineering education around equitable practices on underrepresented students’ sense of engineering identity will be rigorously evaluated. Data and feedback from SEE will help Elizabethton College and GCES faculty redesign their courses to incorporate field-tested best practices. SEE students in the Phase I pilot will receive free tuition and credit for a full year of engineering education; after successfully completing the year, students can continue at Elizabethtown College in Pennsylvania or another institution of higher education. Project evaluation by a contracted third-party expert will (1) provide information on accountability of the GCES with respect to both fidelity of GCES implementation of grant activities and our stated commitment to equitable impacts, (2) support continuous improvement of work developed in the SEE pilot, and (3) support generation of knowledge about how engineering education can be redesigned for equity, in ways that can be transferred to other campuses. In Phase II, the GCES will begin extension of the model program into a full, four-year engineering program.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.

该奖项是根据2021年《美国救援计划法》的全部或部分资助的（公共法117-2）。该项目将通过创建Greenway股票与可持续性中心（GCES）来扩大参与工程的参与。 GCE将致力于招募和保留一个同样包括，参与和能够发展其专业技能和工程身份的学生社区，无论社会经济地位或种族如何。大多数传统的工程计划都体现了使不平等的偏见和实践：立即对学生进行排名，竞争和隔离工作文化，强调被动讲座的评分方案，以及与现实世界工程的影响隔离。这灾难性的学生在工程专业人士中的意见和才能不足，包括人数不足的少数民族，妇女，来自粗糙地点的学生，符合佩尔的资格学生和/或第一代学生。 GCE将针对计划（包括教师专业发展）和在拥有更多代表性学生不足的学生的社区中进行计划，以确保我们服务的学生，老师和教职员工都有多样化。我们还将招募多样化的导师来赞助学生进入工程学。 GCE将结合伊丽莎白镇学院（Elizabethtown College）的辅助工程计划，并与这些学生团体合作的长期经验与格林威学院（Greenway Institute）基于项目的学习课程并专注于可持续性。 GCE将是一个支持性的，包容性的社区，每个学生都可以通过动手实践，基于团队合作的项目来解决工程技术，从而发展他们在工程学上成长的能力，信心和联系，从而解决现实世界中的问题。因为这项创新将发生在资源限制的环境中，因此在其他此类环境中的潜在可复制性得到了增强。这两年的计划将试行一个完全基于问题的课程，其中包括（1）（1）设计和实施工程教育以进行公平和可持续性，以及（2）对教师设计和交付公平的工程教学的培训，以实现工程学的认同和成功的学生的成绩，并提供了不在群体中的成绩。在第1年，将指定学习成果，并在可持续工程中开发了一年的100％动手实践试点计划，可为股权提供可持续的工程（请参阅）。 See将在八个学习模块周围组织，每个模块都集中在不同的工程挑战上。模块的结构将逐步发展，以逐步发展一年级学生应该掌握的工程技能，并将特别基于Abet指定的掌握能力里程碑和成果。动手，支持的项目工作将与上下文化的，即时的教学配对，以确保学生对数学和科学基础知识有强烈的掌握，并有很多练习，修改和改善工作的机会。在第二年，教职员工将驾驶一年的课程，其中包括我们目标群体的强大代表的学生样本。参见将使GCE能够磨练其实践，训练其教职员工并建立基础设施，以支持完全包容，公平的工程计划。重新设计围绕公平实践的工程教育对代表性不足的学生的工程认同感的影响将得到严格评估。 See的数据和反馈将有助于伊丽莎白顿学院和GCES教师重新设计其课程，以纳入现场测试的最佳实践。在I阶段飞行员中看到学生将获得免费的学费和学分，以获得整整一年的工程教育；成功完成这一年后，学生可以继续在宾夕法尼亚州的伊丽莎白镇学院或其他高等教育机构。合同的第三方专家的项目评估将（1）提供有关GCE的责任的信息，以授予GCE的实施赠款活动的忠诚度，以及我们对公平影响的既定承诺，（2）支持在参见飞行员中开发的工作的持续改进，（3）（3）在工程教育方面的知识能够重新启动，以使工程教育的方式转移到其他训练中，以其他方式转移到其他训练中，以其他方式转移到其他训练中。在第二阶段中，GCE将开始将模型计划扩展到一个完整的四年工程计划中。该奖项反映了NSF的法定任务，并使用基金会的知识分子优点和更广泛的影响审查标准，被视为通过评估来获得珍贵的支持。