| NSF Org: |
EEC Division of Engineering Education and Centers |
| Recipient: |
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| Initial Amendment Date: | January 21, 2016 |
| Latest Amendment Date: | January 21, 2016 |
| Award Number: | 1564571 |
| Award Instrument: | Standard Grant |
| Program Manager: |
Julie Martin
EEC Division of Engineering Education and Centers ENG Directorate for Engineering |
| Start Date: | September 1, 2015 |
| End Date: | December 31, 2018 (Estimated) |
| Total Intended Award Amount: | $141,701.00 |
| Total Awarded Amount to Date: | $141,701.00 |
| Funds Obligated to Date: |
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| History of Investigator: |
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| Recipient Sponsored Research Office: |
220 PAWTUCKET ST STE 400 LOWELL MA US 01854-3573 (978)934-4170 |
| Sponsor Congressional District: |
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| Primary Place of Performance: |
600 Suffolk Street Lowell MA US 01854-3643 |
| Primary Place of
Performance Congressional District: |
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| Unique Entity Identifier (UEI): |
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| Parent UEI: |
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| NSF Program(s): | EngEd-Engineering Education |
| Primary Program Source: |
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| Program Reference Code(s): |
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| Program Element Code(s): |
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| Award Agency Code: | 4900 |
| Fund Agency Code: | 4900 |
| Assistance Listing Number(s): | 47.041 |
ABSTRACT
Faculty pedagogy and interactions have been shown to play a significant role in students' decisions to leave STEM majors, and female students in particular report experiencing negative classroom interactions. This project addresses that problem by examining what and how faculty members think about gender, and how that shapes their educational practices and developing relevant intervention materials.
Forty-five engineering faculty members spanning multiple disciplines and career levels at three different institutions are participating in in-depth qualitative interviews that examine their perspectives, practices, and decision-making vis-à-vis gendered facets of engineering education. The findings from the interviews are being used to create faculty development materials and educational materials for future faculty members. Characterizing what and how faculty think about gender will provide a basis for appropriate and successful interventions for faculty and future faculty because rather than merely picking an intervention haphazardly, interventions should be strategically selected to align with the most salient issues or problems. Materials are being implemented at faculty development centers, workshops at national engineering education conferences, and in a newly created graduate course at Oregon State University. Faculty development materials created enhance intellectual infrastructure locally and nationally by providing the first research-based interventions of this kind. Curricular materials created enhance intellectual infrastructure locally and nationally by educating future engineering faculty on how to create more gender-equitable classrooms.
PUBLICATIONS PRODUCED AS A RESULT OF THIS RESEARCH
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PROJECT OUTCOMES REPORT
Disclaimer
This Project Outcomes Report for the General Public is displayed verbatim as submitted by the Principal Investigator (PI) for this award. Any opinions, findings, and conclusions or recommendations expressed in this Report are those of the PI and do not necessarily reflect the views of the National Science Foundation; NSF has not approved or endorsed its content.
This project met its Intellectual Merit goals by advancing knowledge of what and how engineering professors think about gender and women in engineering and engineering education. Published findings provided new insights into professors’ ways of not knowing about gender, gender and teamwork, and how policy is an important - but underexplored - tool for addressing gender inequalities. This project resulted in 4 peer reviewed journal articles, 8 peer reviewed conference papers, 2 workshops, 1 magazine article, and 1 poster presentation. One of the conference papers was awarded Best Paper at the European Society for Engineering Education Annual Conference in 2015. Journal articles were published in multiple fields, namely engineering education, higher education, and Science and Technology Studies, thus demonstrating the interdisciplinary reach of the project’s findings. PI Beddoes also presented an invited keynote address based on this work at a CDIO and Diversity conference in Sweden in 2018. Broader impacts from this project were ultimately focused on broadening participation in engineering. Outcomes related to broad dissemination of understanding and training included development and dissemination of an online training tool called TARGIT. TARGIT, which stands for Training And Resources for Gender Inclusive Teamwork, helps engineering instructors learn how to facilitate more inclusive teamwork in their courses. Broader impact outcomes also enhanced infrastructure for education through an undergraduate course on Gender and Engineering, which PI Beddoes created and taught to engineering and science students at the University of Massachusetts Lowell in 2017. Additionally, this project advanced discovery and understanding while promoting teaching, training, and learning by training one graduate students and one postdoctoral scholar.
Publications and presentations from this project:
Beddoes, K. (In press). Agnotology, Gender, and Engineering: An Emergent Typology. Social Epistemology.
Beddoes, K. 2018. Selling Policy Short? Faculty Perspectives on the Role of Policy in Addressing Women’s Underrepresentation in Engineering Education. Studies in Higher Education 43, 9: 1561-1572.
Beddoes, K. & G. Panther. 2018. Gender and Teamwork: An Analysis of Professors’ Perspectives and Practices. European Journal of Engineering Education 43, 3: 330-343.
Beddoes, K. 2017. Moving Beyond the Discourse of “Perceptions” to Address Underrepresentation. Association for Women in Science (AWIS) Magazine 49, 4: 22-23.
Beddoes, K. & G. Panther. 2017. Engineering Professors’ Perspectives on Gender and Assessment of Teamwork. International Journal of Learning and Development 7, 3: 23-35.
Beddoes, K. 2018. Keynote Address: Accounting for Inclusivity in CDIO. CDIO and Diversity Conference. Chalmers University, Goteburg, Sweden, October 10, 2018.
Beddoes, K. & G. Panther. Mapping the Integrated Research Landscape on Gender and Teamwork in Higher Education: 2000-2016. Australasian Association for Engineering Education (AAEE) Annual Conference, Manly, Australia, December 2017.
Beddoes, K. Professors’ Discourses on Why Underrepresentation Matters. Australasian Association for Engineering Education (AAEE) Annual Conference, Manly, Australia, December 2017.
Panther, G., K. Beddoes, S. Cutler & W. Kappers. Development of an Instructor Training Tool for Inclusive Teamwork. European Society for Engineering Education (SEFI) Annual Conference, Azores, Portugal, September 2017.
Beddoes, K. & G. Panther. How Professors Use the Language of “Perception” to Explain Underrepresentation. European Society for Engineering Education (SEFI) Annual Conference, Tampere, Finland, September 2016.
Panther, G. & K. Beddoes. (How) Do Professors Think About Gender When Designing PBL Experiences?. Australasian Association for Engineering Education (AAEE) Annual Conference, Torquay, Australia, December 2015.
Beddoes, K. Detailing Recruitment Efforts to Interview Faculty about Gender in Engineering. Research in Engineering Education Symposium (REES), Dublin, Ireland, July 2015.
Beddoes, K. Professors’ Perceptions of How Men and Women Students Experience Engineering Education Differently…Or Not. European Society for Engineering Education (SEFI) Annual Conference, Orleans, France, June/July 2015.
Beddoes, K. Engineering Faculty Members’ Discussing the Role of University Policy in Addressing Underrepresentation. American Society for Engineering Education (ASEE) 2015 Annual Conference, Seattle, WA, June 2015.
Kappers, W., S. Cutler, K. Beddoes & G. Panther. Special Session: Teamwork Practices to Increase Gender Inclusivity. American Society for Engineering Education Annual Conference, Columbus, OH, June 2017.
Panther, G., K. Beddoes, S. Cutler & W. Kappers. TARGIT (Training and Resources for Gender-Inclusive Teamwork): A New Tool for Faculty Development. Hawaii International Conference on Education, Honolulu, HI, January 2017.
Beddoes, K. & G. Panther. Workshop: Understanding Gender in Teamwork to Increase the Numbers of Women in Engineering. Australasian Association for Engineering Education (AAEE) Annual Conference, Torquay, Australia, December 2015.
Other products from this project:
TARGIT – Training And Resources for Gender Inclusive Teamwork. A free, online training tool designed to help faculty members facilitate more inclusive teamwork.
Last Modified: 01/30/2019
Modified by: Kacey D Beddoes
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