Developing pathways for Black families to engage in engineering practices

Jessica Rush Leeker of CU Boulder's Lockheed Martin Engineering Management Program has been awarded a $2 million National Science Foundation grant to develop pathways for Black families to engage in engineering practices and see themselves as integral members of the engineering community.

Her project - a collaborative effort with Lauren Mims from New York University and Tamecia Jones from North Carolina State - is focused on creating informal learning resources out of what has traditionally been a very structured, formal discipline.

Deliverables will include video workshops for caregivers, easy-to-use engineering activities, public dissemination of research results, and professional networks of STEM educators.

"We plan to develop educational tools and frameworks that can be replicated beyond the initial study, enhancing the broader educational landscape by incorporating these rich cultural narratives into engineering education," Leeker said. "This will not only benefit the participating families but also create a model that can be adapted and used in other contexts, transforming how underrepresented groups engage with engineering globally."

Ultimately, Leeker's project aims to broaden participation in engineering among the Black population, who remain underrepresented in engineering.

The resources, designed for 6- to 10-year-olds, will provide opportunities to engage in various engineering activities at home. The aim is to encourage children to consider engineering careers by allowing them to engage in engineering practices such as empathizing, defining, ideating, prototyping, and testing.

For Leeker, the research is an invaluable opportunity to expand her innovative research on the role of informal learning in engineering education among Black families. The team will explore how these identity-affirming resources can foster children's engineering identities and interests by connecting them with their historical and cultural roots, enhancing their sense of belonging and confidence in engineering fields.

Leeker believes the research can significantly increase diversity and inclusion in engineering fields by reconnecting children with their legacies of innovation and problem-solving. Their goal is to build bridges between generations, linking personal and communal histories with contemporary educational and professional opportunities in engineering.

This approach is expected to enrich children's academic and personal development, thereby broadening participation and success rates among underrepresented in engineering disciplines.

"This grant is a testament to the importance of creating inclusive educational resources that reflect the diversity of our communities. I am excited to see how these informal learning tools can inspire the next generation of Black engineers and innovators. We hope to expand these efforts to other underrepresented populations in STEM," Leeker said. "By partnering with Black families, we can develop educational materials that teach engineering concepts and celebrate the rich cultural heritage of Black scientists and engineers. This approach is crucial for fostering a sense of identity and belonging in STEM fields, and we aim to extend this inclusive model to other communities as well."

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