11583UNCGS
EVALUATE 5.0 GRANT PROPOSAL TOVEY SCOPE OF WORK REFLECTIVE PRACTICE AND DEI IN EVALUATE THIS SCOPE OF WORK SPANS TWO RESEARCH PROJECTS, WHICH WILL BE LABELED DEI AND REFLECTIVE PRACTICE IN THE FOLLOWING PARAGRAPHS. DEI: EXPANDING ON OUR PREVIOUS WORK IN EVALUATE 4.0, DURING EVALUATE 5.0 WE WILL 1) EXTEND OUR CURRENT PARTICIPATORY ACTION RESEARCH CASE STUDIES TO UNDERSTAND HOW THEY ENACT AND IMPLEMENT THEIR DEI ACTION PLANS (THE SECOND DATA); 2) RECRUIT AND SELECT TWO ADDITIONAL PROJECTS TO WORK WITH US ON PARTICIPATORY ACTION RESEARCH CASE STUDIES AND WALK THROUGH THE ENTIRE DATA-DATA MODEL AS WE WORK WITH THEM TO DEVELOP AND IMPLEMENT DEI ACTION PLANS, 3) USE OUR FINDINGS TO DEVELOP EVIDENCE-INFORMED DEI TOOL KITS, 4) COLLECT RESPONSES AND REACTIONS TO THE TOOLKITS, AND 5) CONTINUE TO BROADLY DISSEMINATE PROJECT FINDINGS VIA WEBINAR, WEBSITE POSTS, BLOGS, CONFERENCE PRESENTATIONS, AND PEER-REVIEWED MANUSCRIPTS. REFLECTIVE PRACTICE: IN ADDITION, WE WILL FACILITATE THE PROCESS OF BRINGING BOTH PROJECT PIS AND EVALUATORS TOGETHER FOR (1) LEARNING ABOUT THE IMPORTANCE AND SKILLS OF REFLECTIVE PRACTICE, (2) ENGAGING IN A DIALOGIC REFLECTIVE PRACTICE PROCESS, AND (3) EXPLORING THE OUTCOMES OF THAT INVESTIGATION FOR BOTH THE EVALUATION AND PROJECT PLANNING. IN YEAR ONE, I WILL ENGAGE IN LITERATURE REVIEW AND CONCEPTUAL FRAMING FOR THE STUDY, IN YEARS 2-3 I WILL ENGAGE IN A SERIES OF WORKSHOPS WITH PROJECT PIS AND EVALUATORS TO LEARN ABOUT AND ENGAGE IN COLLABORATIVE REFLECTIVE PRACTICE. PRE AND POST SURVEYS AS WELL AS INTERVIEWS WILL BE USED TO UNDERSTAND PARTICIPANTSÂ REFLECTIVE PRACTICE PERCEPTIONS AND BEHAVIORS AS WELL AS HOW THOSE PRACTICES IMPACT THEIR EVALUATIONS. YEAR FOUR WILL FOCUS ON DATA ANALYSIS AND DEVELOPING TRAINING MANUALS/RESOURCES FOR ENGAGING IN REFLECTIVE PRACTICE AS A FUNCTION OF ATE EVALUATION. YEAR FIVE WILL BE DEVOTED TO DEVELOPING MANUSCRIPTS AND PROFESSIONAL PRESENTATIONS BASED ON THE INVESTIGATION. THESE ARE TWO STUDIES THAT WILL OPERATE UNDER THE EVALUATE 5.0 GRANT. TIMELINES FOR BOTH STUDIES: DEI: 1/1/24 - 8/1/24 EXTEND OUR CURRENT PARTICIPATORY ACTION RESEARCH CASE STUDIES TO UNDERSTAND HOW THEY ENACT AND IMPLEMENT THEIR DEI ACTION PLANS (THE SECOND DATA); 1/1/24 - 8/1/25 RECRUIT AND SELECT TWO ADDITIONAL PROJECTS TO WORK WITH US ON PARTICIPATORY ACTION RESEARCH CASE STUDIES AND WALK THROUGH THE ENTIRE DATA-DATA MODEL AS WE WORK WITH THEM TO DEVELOP AND IMPLEMENT DEI ACTION PLANS, 8/1/24 - 12/31/25 USE OUR FINDINGS TO DEVELOP EVIDENCE-INFORMED DEI TOOL KITS (PILOT/FEEDBACK ATE PI 2024 Â OCTOBER, LAUNCH SUMMER 2025) 1/1/26- 12/31/28 COLLECT RESPONSES AND REACTIONS TO THE TOOLKITS, AND THROUGHOUT CONTINUE TO BROADLY DISSEMINATE PROJECT FINDINGS VIA WEBINAR, WEBSITE POSTS, BLOGS, CONFERENCE PRESENTATIONS, AND PEERREVIEWED MANUSCRIPTS. REFLECTIVE PRACTICE: YEAR 1 (2024): LITERATURE REVIEW AND CONCEPTUAL FRAMING YEARS 2-3 (2025-2026): QED RP INTERVENTION AND RESEARCH WITH PROJECT PIS AND EVALUATORS YEAR 4 (2027): ANALYZE THE DATA AND DEVELOP TRAINING MANUALS/RESOURCES YEAR 5 (2028): DEVELOPING MANUSCRIPTS AND PROFESSIONAL PRESENTATIONS WORK TASKS: ON BOTH STUDIES, DR. TOVEY WILL PROVIDE CONCEPTUAL, DATA COLLECTION, ANALYSIS, REPORTING, AND DISSEMINATION SUPPORT. SHE WILL LEAD THE REFLECTIVE PRACTICE STUDY AND A UNCG GRADUATE STUDENT WILL BE HIRED TO SUPPORT THESE EFFORTS. THIS WILL INCLUDE THE CONDUCTING OF LITERATURE REVIEW, ESTABLISHMENT OF INTERVENTION MATERIALS AND DATA COLLECTION PROTOCOLS, LEADING TRAINING, CONDUCTING DATA COLLECTION, ANALYZING QUALITATIVE AND QUANTITATIVE DATA AS NECESSARY, REPORTING, PUBLICATION, AND CREATION OF RESOURCE MATERIALS FOR EVALUATORS AND/OR PRINCIPAL INVESTIGATORS. SHE WILL ALSO PROVIDE SUPPORT TO THE DEI STUDY IN COLLABORATION WITH RESEARCHERS AT ARIZONA STATE UNIVERSITY. THIS WILL INCLUDE THE CONDUCTING OF ADDITIONAL LITERATURE REVIEW, ESTABLISHMENT OF DATA COLLECTION TOOLS, DATA COLLECTION, QUALITATIVE AND QUANTITATIVE DATA ANALYSIS AS NECESSARY, REPORTING, PUBLICATION
University Of North Carolina At Greensboro
Project Grant 2332143
$45.4k 11/10/23 11583ASUS
MORE AND MORE EVALUATORS HAVE ANCHORED THEIR WORK IN EQUITY-FOCUSED, CULTURALLY RESPONSIVE, AND SOCIAL JUSTICE COMMITMENTS. FOR THE PAST FIVE YEARS WE HAVE EXAMINED HOW ATE EVALUATORS AND PIS DEFINE AND MEASURE DEI WITHIN THEIR PROJECTS. THE INITIAL STAGES OF OUR RESEARCH (BOYCE ET AL., 2022) SHOWED THAT DIVERSITY GETS MORE ATTENTION THAN EQUITY AND INCLUSION IN PROJECTS AND EVALUATION, INDICATING THAT PROJECTS MAY NEED HELP DEFINING, MEASURING, AND OPERATIONALIZING THE SAME. WE REPEATEDLY HEARD FROM EXTERNAL EVALUATORS AND PIS THAT THEY WERE LESS INTERESTED IN BEING RESEARCHED ON, AND MORE INTERESTED IN BEING RESEARCHED WITH. THUS WE PIVOTED TO EMPLOY A PARTICIPATORY ACTION RESEARCH CASE STUDY METHODOLOGY UTILIZING THE DATA-DATA MODEL (PETERS, 2009) WITH THREE ATE PROJECTS (DIVERSE IN TERMS OF SCOPE, POPULATIONS, GEOGRAPHIC LOCATION, SIZE) TO MOVE FROM UNDERSTANDING THE STATE OF DEI IN ATE FUNDED PROJECTS TOWARDS A PROACTIVE AND COLLABORATIVE DISCOVERY OF HOW DEI CAN BE OPERATIONALIZED AND BETTER ENGAGED. THE DATA-DATA MODEL GUIDES DIALOGUE THROUGH THE FOLLOWING STEPS: (DATA-1) DESCRIBE - ANALYZE - THEORIZE - ACT AND (DATA-2) DESIGN - ANALYZE - THEORIZE - ACT. THE FIRST DATA IS DEDICATED TO SLOWING DOWN PRACTICE IN ORDER TO UNDERSTAND THE SITUATION AND CONTEXT OF THE PROJECT AS WELL AS HOW TO TAKE ACTION ON THE BASIS OF OUR REFLECTIONS AND MOVE FORWARD MORE WISELY IN OUR PRACTICE. THE SECOND DATA IS THEN DEDICATED TO EMPIRICALLY INVESTIGATING HOW WELL THOSE ACTION STEPS WORKED IN INCORPORATING DEI IN THE CONTEXT OF THESE PROJECTS. WE WILL MOVE THROUGH THE FIRST DATA BY THE END OF THIS EVALUATE GRANT WITH CASE STUDY PARTICIPANTÂ S DEVELOPING AN ACTION PLAN TO MORE DEEPLY ENGAGE WITH DEI. IN THE NEXT PHASE OF OUR WORK WE WILL 1) EXTEND OUR CURRENT PARTICIPATORY ACTION RESEARCH CASE STUDIES TO UNDERSTAND HOW THEY ENACT AND IMPLEMENT THEIR DEI ACTION PLANS (THE SECOND DATA); 2) RECRUIT AND SELECT TWO ADDITIONAL PROJECTS TO WORK WITH US ON PARTICIPATORY ACTION RESEARCH CASE STUDIES AND WALK THROUGH THE ENTIRE DATA-DATA MODEL AS WE WORK WITH THEM TO DEVELOP AND IMPLEMENT DEI ACTION PLANS, 3) USE OUR FINDINGS TO DEVELOP EVIDENCE-INFORMED DEI TOOL KITS, 4) COLLECT RESPONSES AND REACTIONS TO THE TOOLKITS, AND 5) CONTINUE TO BROADLY DISSEMINATE PROJECT FINDINGS VIA WEBINAR, WEBSITE POSTS, BLOGS, CONFERENCE PRESENTATIONS, AND PEER-REVIEWED MANUSCRIPTS. 4. RELEVANT CONTEXT & PROBLEM STATEMENT: PROVIDE A CLEAR AND CONCISE DESCRIPTION OF THE RELEVANT CONTEXT AND ISSUES THAT WILL BE ADDRESSED BY THIS RESEARCH. USE CITATIONS THAT SUPPORT THE PROPOSED RESEARCH WHERE APPROPRIATE. THERE CONTINUE TO BE GAPS WITHIN EMPIRICAL EVALUATION LITERATURE ON TOPICS RELATED TO CULTURE, ACCESS, RACISM, DIVERSITY, EQUITY, AND INCLUSION (DEI). WE HAVE BEEN EXAMINING HOW NSF FUNDED ADVANCED TECHNOLOGICAL EDUCATION PROJECTS DEFINING AND MEASURING DIVERSITY, EQUITY, AND INCLUSION (DEI) SINCE 2018 AND INVESTIGATING HOW WE MAY USE DATA TO PROMOTE THE ATE AIM OF BROADENING PARTICIPATION. IN THE 5TH YEAR OF EXAMINING NATIONAL SCIENCE FOUNDATION FUNDED ATE PROJECTS, WE RESPONDED TO REQUESTS FOR COLLABORATIVE DISCOVERY ON OPERATIONALIZING DIVERSITY, EQUITY, INCLUSION (DEI) WITHIN THEIR PROJECTS AND EVALUATION PRACTICE. OUR PREVIOUS RESEARCH (BOYCE ET AL., 2022) SHOWED THAT DIVERSITY GETS MORE ATTENTION THAN EQUITY AND INCLUSION IN PROJECTS AND EVALUATION, INDICATING THAT PROJECTS MAY NEED HELP DEFINING, MEASURING, AND OPERATIONALIZING THE SAME. WE REPEATEDLY HEARD FROM EXTERNAL EVALUATORS AND PIS THAT THEY WERE LESS INTERESTED IN BEING RESEARCHED ON, AND MORE INTERESTED IN BEING RESEARCHED WITH. THUS, WE PIVOTED TO EMPLOY A PARTICIPATORY ACTION RESEARCH CASE STUDY METHODOLOGY (PETERS, 2009) WITH THREE ATE PROJECTS TO MOVE FROM UNDERSTANDING THE STATE OF DEI IN ATE FUNDED PROJECTS TOWARDS A PROACTIVE AND COLLABORATIVE DISCOVERY OF HOW DEI CAN BE OPERATIONALIZED BETTER. THIS STUDY IS ACTIVELY RESPONDING TO THE NEEDS OF THE RESEARCH PARTICIPANT COMMUNITY OF EVALUATORS AND
Arizona State University
Project Grant 2332143
$85.0k 11/9/23