CAREER: Learning from Black Intellectualism: Broadening Epistemic Foundations in Engineering Education to Empower Black Students and Faculty

职业：向黑人知识分子学习：拓宽工程教育的认知基础，赋予黑人学生和教师权力

• 批准号: 2238410
• 负责人: James Holly Jr
• 金额: $ 59.95万
• 依托单位: Regents of the University of Michigan - Ann Arbor
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2023
• 资助国家: 美国
• 起止时间: 2023-09-01 至 2028-08-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2238410&HistoricalAwards=false
• 关键词: CAREER; Learning; Black; Intellectualism; Broadening

The current discourse around the minimal presence of Black people in engineering is framed in terms of underrepresentation–the disparity between Black people’s demographic representation in the general populace and within the discipline. However, this narrative preserves Whiteness by passively neglecting the culture of racism in engineering. A discourse centered on who can be physically included without engaging the implications of power in knowledge production neglects the ways Black people are forced to give meaning to their experiences through the lens of Whiteness. Recent scholarship within engineering education suggests a need for (1) a modern, reparatory framework for helping engineering faculty and students understand political implications of engineering knowledge; and (2) an equity-focused resource to foster constructive evaluation of teaching. This project will provide race-conscious resources paired with discussion and tools to assist faculty in translating the research into practice in ways that feel authentic to them. The evaluation tool will help faculty implement reliable and timely mechanisms for understanding how students experience their learning environments in ways that support actionable change. Furthermore, this work aligns with the Broadening Participation in Engineering program because it will increase faculty’s sense of belonging in engineering by connecting with other faculty who desire to increase equity, and by providing support which affirms the value and importance of this work. Additionally, the integration of students’ voices into decision-making processes and the integration of cultural and political considerations enhances the inclusion of non-White engineering students. This CAREER project will 1) examine the effects of recasting engineering knowledge through the legacy of Black intellectualism, and 2) advance educational justice by countering the epistemic violence within engineering and its sense-making practices. The anticipated outcomes of this study will equip engineering faculty with tools for equitable instruction, and more importantly, enhance Black students’ sense of belonging by bridging the gap between their engineering learning and social reality. Fugitive pedagogy will be used to investigate engineering faculty epistemic norms and explore ways to reconstruct disciplinary knowledge through Black intellectualism. The project will implement a social design experimentation methodology to study how engineering education can be transformed toward epistemic equity. Epistemic equity is operationalized through the idea of re-politicizing–grappling with cultural and political implications of technical systems–engineering courses and curriculum. The overarching question guiding the research plan is: How can Black intellectualism be used to re-politicize engineering pedagogy? Engineering faculty will develop a schema (Phase 1), engage in revising a course based on the schema (Phase 2), and develop a teaching evaluation tool to assess the outcomes (Phase 3). Phases 2 and 3 will be repeated in an iterative cycle three times, centering faculty and student voice is the hallmark of the integrated research and education plans. The findings from this project will be disseminated through workshops on partnership with the University of Michigan’s Office of Culture, Community, and Equity (OCCE), Center for Research on Learning & Teaching in Engineering (CRLT-ENGIN), and the American Society for Engineering Education’s Commission on Diversity, Equity, and Inclusion (CDEI).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.

目前围绕黑人在工程学中最少存在的论述是根据代表性不足的 - 黑人在普通民众中和纪律中的人口统计表现之间的差异。但是，这种叙述通过被动地忽视工程中种族主义文化来保留白人。一个讨论的话语集中在谁可以在不加入知识生产中的含义的情况下进行物理上包括在内，这忽略了黑人被迫通过白色镜头对自己的经历的意义。工程教育中的最新科学表明，需要（1）一个现代的修复框架，以帮助工程学院和学生了解工程知识的政治影响； （2）以股权为中心的资源来促进教学的建设性评估。该项目将提供具有种族意识的资源以及讨论和工具，以帮助教师以对他们真实的方式将研究转化为实践。评估工具将帮助教师实施可靠，及时的机制，以了解学生如何以支持可行变革的方式体验学习环境。此外，这项工作与扩大工程计划的参与度保持一致，因为它将通过与希望增加公平性的其他教师建立联系，并提供影响这项工作的价值和重要性的支持，从而增加教师在工程中的归属感。此外，将学生的声音整合到决策过程中，并且文化和政治考虑的整合增强了非白人工程专业的学生。该职业项目将1）通过黑人知识分子的遗产来检查重铸工程知识的影响，以及2）通过反对工程学及其感知实践中的认知暴力来提高教育正义。这项研究的预期结果将为工程学院提供公平指导的工具，更重要的是，通过弥合他们的工程学习和社会现实之间的鸿沟来增强黑人学生的归属感。逃犯教学法将用于研究工程学院的认知规范，并探索通过黑人知地主义重建学科知识的方法。该项目将实施社会设计实验方法，以研究如何将工程教育转变为认知公平。认知公平是通过重新定位技术系统和工程课程和课程的文化和政治含义的想法来运作的。指导研究计划的总体问题是：如何使用黑人知识分子来重新宣传工程教学法？工程学院将开发一个模式（第1阶段），根据模式（第2阶段）进行修改课程，并开发一种教学评估工具来评估结果（第3阶段）。第2阶段和第3阶段将在迭代周期中重复三遍，以综合研究和教育计划的居中为中心和学生的声音。该项目的发现将通过与密歇根大学文化，社区和公平办公室合作的研讨会来分解优点和更广泛的影响审查标准。