The objective of this project was to critically examine the research-to-practice cycle as it relates to broadening participation in engineering and computer science. The collection of research activities resulted the following outcomes: 1) multiple literature reviews synthesizing and highlighting the current state of research and practice around broadening the participation of Black Americans; 3) a conceptual model that depicts the current relationship between research and practice in this context; 4) and a national agenda for coordinating the efforts of stakeholders committed to broadening participation of Black Americans in engineering and computer science. The design of this study also serves as a model for subsequent studies on broadening the participation of other underrepresented groups in science, technology, engineering, and mathematics (STEM) disciplines. 

The project team developed seven manuscripts that collectively synthesize various subsets of literature related to the participation of Black Americans in engineering. The first manuscript entailed using a mapping review methodology to categorize existing literature. The results from the mapping provided the basis for more in-depth reviews focused on graduate education, undergraduate education, K-12 education, in the engineering workforce. The team also completed literature reviews focused on the use of quantitative methods and assessment practice focused on broadening participation of underrepresented groups. In addition to the literature reviews, publically-available data sources and national reports related to STEM participation were also identified, summarized, and critiqued. These activities allowed the team to offer recommendations for how engineering education stakeholders should collectively monitor the progress of efforts to broaden participation in engineering and computer science. Lastly, the project team documented and shared a transparent account of how to implement a systematic literature review, such that future researchers can be more aware of the types of decisions that need to be made and published the results that map the literature associated with this topic. 

The project team facilitated multiple dialogues among researchers and practitioners about the disconnect between research and practice. One thing that was learned from these discussions is that there is not a single cycle for linking research and practice in this context. Instead, there are multiple cycles driving connections between research and practice, and by extension multiple points of disconnect between the corresponding stakeholders. The points of disconnect are revealed in the differences in priorities, motivations, time constraints, available resources, and what counts as success. These insights were the seeds of a revised research-to-practice cycle tailored to the broadening participation context. 

Twelve experts on various issues related to broadening participation provided input on the national agenda. Given this project?s focus on research and practice, the resulting agenda provides researchers a backdrop for identifying problems that can be investigated empirically, and practitioners with practical strategies for addressing barriers present in their local context. The agenda includes a suite of 72 things we need to know, document, create and do to move the needle on this issue. The six recommendations included in the agenda in which at least nine of the twelve experts said we "must do" are as follows: 

1. Replicate programs that have successfully improved representation and/or lived experiences of Black engineers to maximize the use of existing resources; 

2. Develop ABET requirements focused on diversity, equity, and inclusion to enforce new norms in Colleges of Engineering across the country and hold institutions accountable;

3. Revamp admission criteria to ensure decisions are data-driven, holistic, and reward various kinds of capital;

4. Revamp promotion & tenure processes to increase accountability and the value assigned to diversity, equity, and inclusion efforts.

5. Provide early-exposure opportunities for K-14 students to inspire middle school, high school, and community college students to STEM aspirations in college; and

6. Design culturally relevant STEM media and literature to increase awareness and representation.

The collective outcomes from this project highlight the need to reimagine the relationship between research and practice if we are to sufficiently broaden participation in engineering. In relation to Black Americans, outcomes suggest that broadening participation should be thought of as the national effort to combat the effects of institutional and systemic racism on participation in engineering, with the ultimate goal of improving, enhancing, and transforming learning and work environments. Doing so will require addressing the following: 1) inequitable resource allocation; 2) institutional and systemic racism, sexism, xenophobia, and all other forms of marginalization, minoritization, or "othering"; 3) chilly climates among learning and work environments; and 4) all other factors contributing to a lack of representation, disparate participation, or differential personal or professional outcomes for underrepresented groups. Because these issues manifest across every educational juncture (e.g., elementary, secondary, and postsecondary levels), strategies will require an integrated approach and the willingness to make substantial changes in engineering education systems, policies, structures, and practices.

Last Modified: 04/09/2021
Modified by: Walter Lee