BPE Track 3: Kindred Harbor Collective: Harvesting Black Consciousness in Engineering Education

BPE 轨道 3：Kindred Harbour Collective：在工程教育中收获黑人意识

• 批准号: 2308405
• 负责人: James Holly Jr
• 金额: $ 80万
• 依托单位: Regents of the University of Michigan - Ann Arbor
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2023
• 资助国家: 美国
• 起止时间: 2023-08-01 至 2028-07-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2308405&HistoricalAwards=false
• 关键词: BPE; Track; Kindred; Harbor; Collective

Broadening participation in engineering education necessitates broadening the ways we theorize about knowledge and establish understanding. For engineering to reflect the diverse and true intellectual capacity of the nation’s population, the field must make space for interdisciplinary, critical, culturally relevant, and socially just research. Mentorship has been found to be transformative contributing to the greater equity, access, and inclusion in engineering, enabling students to see themselves as researchers as they find their place in the field while supporting the realization of their next stage in professional development. This Broadening Participation in Engineering Track 3 inclusive mentoring hub will create a community of scholars equipped with education and tools to mitigate racialized oppression in engineering education environments. We will address this purpose through a five-phase participatory action research design that is focused on building Black scholars in engineering education through the application of Black intellectualism as scholarship and solidarity anchored in an Afrocentric value system. Black undergraduate, graduate, postdocs, and early career faculty will cultivate a critical community focused on the development of new approaches, new ideas, and new solutions to racism in engineering education. Three institutions spanning diverse institutional profiles, one Historically White College/University, one Hispanic Serving Institution (HSI), and one Historically Black College/University (HBCU), will enable us to simultaneously consider how the mentorship is received as well as how it varies across institutional context. Our proposed program is evidence-based, multigenerational, identity-affirming, fosters career-stage appropriate independence, and encourages self-reflection with embedded mechanisms for mentor accountability. The most fundamental aspect of our approach to broadening participation will be revolutionizing engineering education research through foregrounding Black systems of understanding in the construction of knowledge. Through mentorship, we will expand our individual knowledge and that of our scholarly community.Through our varied institutional homes, we will come together to be a continuous and long-establishing positive professional and psychosocial support system where students gain real time guidance and care while also learning to be empowered in Blackness in scholarship and identity. Much scholarship to date has focused on supposed deficits of Black students and faculty, and their persistence. Black students and faculty need tools to dismantle the intersectional structures and systems of oppression that undergird engineering education. Black intellectualism centers the social organization of the Black community as a unit of analysis for deconstructing mechanisms of racism, offering both critiques and correctives. This frame of reference enhances understanding of Black/Afrocentric norms and values while simultaneously enabling a more dignified and democratic approach to inquiry within a discipline inhibited by ideals of White supremacy. This work is guided by the following research questions:RQ1. What is the impact of utilizing Black Consciousness as an epistemological lens in engineering education scholarship?RQ2. What aspects of mentoring (career support, psychosocial support, and/or identity sharing mentoring) are related to Black academics' development of research-related skills, academic and professional development, and level of independence in research?RQ3. How effective are arts-based educational activities, specifically podcasts, as modes for cultivating a community of scholars?Through this mentorship hub we will, through the pollination resulting from mentees as change agents, significantly influence the culture of mentorship in engineering education. We will create a supportive network for Black engineering academics across a range of levels, and longitudinally. We anticipate increased engagement of scholars rooted in Black intellectualism in the academic community, shaping talent to advance this nascent research agenda in engineering education research. In sharing our findings with centers for research on teaching and learning, this work stands to impact the way faculty development is designed for Black academics, and specifically, for those interested in Afrocentric engineering 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.

扩大对我们对知识理论和建立理解的理论方式所必需的工程教育的参与。为了使工程反映国家人口的多样性和真正的智力能力，该领域必须为跨学科，批判性，文化相关和社会上的研究提供空间。人们发现，指导是有效的，有助于更大的平等，访问和包括工程学的融合，使学生能够将自己视为研​​究人员，同时他们在该领域中找到自己的位置，同时支持他们在专业发展中的下一个阶段的实现。扩大参与工程轨道3包含心理枢纽的参与将创建一个配备教育和工具的学者社区，以减轻工程教育环境中的种族意见。我们将通过五个阶段参与行动研究设计来解决这一目的，该研究的重点是通过将黑人知识分子作为科学和团结，锚定在非洲中心价值体系中的科学和团结，以建立工程教育中的黑人学者。黑人本科，研究生，博士后和早期职业教师将培养一个关键社区，专注于开发新方法，新思想和新的工程教育种族主义解决方案。三个涵盖了潜水机构的机构概况的机构，一所历史上是白人大学/大学，一所西班牙裔美国人服务机构（HSI）以及一所历史上有历史悠久的黑人学院/大学（HBCU），将使我们能够同时考虑如何接受心理以及如何在制度环境中差异。我们提出的计划是基于证据的，多代，认同的认同，培养职业阶段适当的独立性，并通过嵌入式机制来鼓励自我反省，以实现心理问责制。我们扩大参与方法的最根本方面是通过在知识构建中提出黑人理解系统来彻底改变工程教育研究。通过心态，我们将扩大我们的个人知识和科学界的知识。通过我们多样化的机构住宅，我们将团结起来成为一个持续且长期以来的积极专业和心理社会支持系统，学生在这里获得实时指导和关怀，同时学习在科学和身份中赋予黑人的能力。迄今为止，许多奖学金都集中在黑人学生和教职员工的预期定义以及他们的持久性上。黑人学生和教职员工需要工具来拆除基础女性工程教育的交叉结构和意见系统。黑人的智力主义将黑人社区的社会组织集中为解构种族主义机制，提供批判性和纠正措施的分析单位。这种参考的增强框架对黑人/非洲中心的规范和价值观的理解同时使人们能够在被白人至上的观念所抑制的学科中采取更加坚定和民主的探究方法。这项工作以以下研究问题为指导：RQ1。在工程教育科学中使用黑人意识作为认识论镜头有什么影响？RQ2。心理支持（职业支持，心理支持和/或认同共享心理）的哪些方面与黑人学者的研究相关技能，学​​术和专业发展以及研究的独立水平有关？RQ3。基于艺术的教育活动，特别是播客，作为培养学者社区的模式的效果？通过这个Mentalship Hub，我们将通过作为变革推动者的月经所产生的授粉来重大影响工程教育中的心态文化。我们将在各个层面和纵向上为黑人工程学者创建一个支持网络。我们预计，植根于学术界黑人知识分子的学者的参与度增加，从而塑造了人才，以推动这项新生的工程教育研究中新生的研究。在与教学和学习研究中心分享我们的发现时，这项工作将影响教师发展的方式为黑人学者设计的方式，特别是对于那些对非洲中心工程研究感兴趣的人。该奖项反映了NSF的法定任务，并被认为是通过评估基金会的知识和更广泛的影响来通过评估来获得支持的珍贵的，这是珍贵的。