skip to main content
Explore Scholarly Publications and Datasets in the NSF-PAR

Title: NSF-funded Fairness, Ethics, Accountability, and Transparency (FEAT) Workshop Report
Modern societies rely extensively on computing technologies. As such, there is a need to identify and develop strategies for addressing fairness, ethics, accountability, and transparency (FEAT) in computing-based research, practice, and educational efforts. To achieve this aim, a workshop, funded by the National Science Foundation, convened a working group of experts to document best practices and integrate disparate approaches to FEAT. The working group included different disciplines, demographics, and institutional types, including large research-intensive universities, Historically Black Colleges and Universities, Hispanic-Serving Institutions, teaching institutions, and liberal arts colleges. The workshop brought academics and members of industry together along with government representatives, which is vitally important given the role and impact that each sector can have on the future of computing. Relevant insights were gained by drawing on the experience of policy scholars, lawyers, statisticians, sociologists, and philosophers along with the more traditional sources of expertise in the computing realm (such as computer scientists and engineers). The working group examined best practices and sought to articulate strategies for addressing FEAT in computing-based research and education. This included identifying methodological approaches that researchers could employ to facilitate FEAT, instituting guidelines on what problem definition practices work best, and highlighting best practices for more » data access and data inclusion. The resulting report is the culmination of the working group activities in identifying systematic methods and effective approaches to incorporate FEAT considerations into the design and implementation of computing artifacts. « less
Authors:
; ;
Award ID(s):
1903909
Publication Date:
NSF-PAR ID:
10139705
Journal Name:
NSF Workshop Reports
ISSN:
9999-999X
Sponsoring Org:
National Science Foundation
More Like this
  1. ( , 2018 ASEE Annual Conference & Exposition)
    The percentage of minority males in the science, technology, engineering, and mathematics (STEM) workforce is about half of their representation in the US population. Roadblocks that continue to challenge minority males include: disparity in access to high quality STEM educational resources, a lack of role models, and a shortage of highly trained, minority STEM educators. This work describes an INCLUDES Design and Development Launch Pilot that builds on an existing regional partnership of four Historically Black Colleges and Universities (HBCUs) that are working together to improve STEM outcomes for middle school minority male students. Using collective impact-style approaches such asmore »implementing mutually reinforcing activities through a Network Improvement Community (NIC) these partners are addressing the larger goal of improving STEM achievement in minority males, particularly in middle school. Activities of the NIC included a workshop to share best practices and define the NIC, workgroups to engage in improvement cycles, a website that will contribute to the knowledge base regarding effective strategies for enhancing STEM educational opportunities for minority males, and webinars. The project partners have also created a roadmap for a NIC to address the challenges described above. This paper describes a work in progress and will provides an update on the NIC to the broader engineering community.« less
  2. ( , 2018 ASEE Annual Conference & Exposition)
    The percentage of minority males in the science, technology, engineering, and mathematics (STEM) workforce is about half of their representation in the US population. Roadblocks that continue to challenge minority males include: disparity in access to high quality STEM educational resources, a lack of role models, and a shortage of highly trained, minority STEM educators. This work describes an INCLUDES Design and Development Launch Pilot that builds on an existing regional partnership of four Historically Black Colleges and Universities (HBCUs) that are working together to improve STEM outcomes for middle school minority male students. Using collective impact-style approaches such asmore »implementing mutually reinforcing activities through a Network Improvement Community (NIC) these partners are addressing the larger goal of improving STEM achievement in minority males, particularly in middle school. Activities of the NIC included a workshop to share best practices and define the NIC, workgroups to engage in improvement cycles, a website that will contribute to the knowledge base regarding effective strategies for enhancing STEM educational opportunities for minority males, and webinars. The project partners have also created a roadmap for a NIC to address the challenges described above. This paper describes a work in progress and will provides an update on the NIC to the broader engineering community.« less
  3. ; ; ; ; ( , 2018 ASEE Annual Conference & Exposition)
    The percentage of minority males in the science, technology, engineering, and mathematics (STEM) workforce is about half of their representation in the US population. Roadblocks that continue to challenge minority males include: disparity in access to high quality STEM educational resources, a lack of role models, and a shortage of highly trained, minority STEM educators. This work describes an INCLUDES Design and Development Launch Pilot that builds on an existing regional partnership of four Historically Black Colleges and Universities (HBCUs) that are working together to improve STEM outcomes for middle school minority male students. Using collective impact-style approaches such asmore »implementing mutually reinforcing activities through a Network Improvement Community (NIC) these partners are addressing the larger goal of improving STEM achievement in minority males, particularly in middle school. Activities of the NIC included a workshop to share best practices and define the NIC, workgroups to engage in improvement cycles, a website that will contribute to the knowledge base regarding effective strategies for enhancing STEM educational opportunities for minority males, and webinars. The project partners have also created a roadmap for a NIC to address the challenges described above. This paper describes a work in progress and will provides an update on the NIC to the broader engineering community.« less
  4. ; ; ( , ASEE annual conference)
    To remain competitive in the global economy, the United States needs skilled technical workers in occupations requiring a high level of domain-specific technical knowledge to meet the country’s anticipated shortage of 5 million technically-credentialed workers. The changing demographics of the country are of increasing importance to addressing this workforce challenge. According to federal data, half the students earning a certificate in 2016-17 received credentials from community colleges where the percent enrollment of Latinx (a gender-neutral term referencing Latin American cultural or racial identity) students (56%) exceeds that of other post-secondary sectors. If this enrollment rate persists, then by 2050 overmore »25% of all students enrolled in higher education will be Latinx. Hispanic Serving Institutions (HSIs) are essential points of access as they enroll 64% of all Latinx college students, and nearly 50% of all HSIs are 2-year institutions. Census estimates predict Latinxs are the fastest-growing segment reaching 30% of the U.S. population while becoming the youngest group comprising 33.5% of those under 18 years by 2060. The demand for skilled workers in STEM fields will be met when workers reflect the diversity of the population, therefore more students—of all ages and backgrounds—must be brought into community colleges and supported through graduation: a central focus of community colleges everywhere. While Latinx students of color are as likely as white students to major in STEM, their completion numbers drop dramatically: Latinx students often have distinct needs that evolved from a history of discrimination in the educational system. HSI ATE Hub is a three-year collaborative research project funded by the National Science Foundation Advanced Technological Education Program (NSF ATE) being implemented by Florence Darlington Technical College and Science Foundation Arizona Center for STEM at Arizona State University to address the imperative that 2-year Hispanic Serving Institutions (HSIs) develop and improve engineering technology and related technician education programs in a way that is culturally inclusive. Interventions focus on strengthening grant-writing skills among CC HSIs to fund advancements in technician education and connecting 2-year HSIs with resources for faculty development and program improvement. A mixed methods approach will explore the following research questions: 1) What are the unique barriers and challenges for 2-year HSIs related to STEM program development and grant-writing endeavors? 2) How do we build capacity at 2-year HSIs to address these barriers and challenges? 3) How do mentoring efforts/styles need to differ? 4) How do existing ATE resources need to be augmented to better serve 2-year HSIs? 5) How do proposal submission and success rates compare for 2-year HSIs that have gone through the KS STEM planning process but not M-C, through the M-C cohort mentoring process but not KS, and through both interventions? The project will identify HSI-relevant resources, augment existing ATE resources, and create new ones to support 2-year HSI faculty as potential ATE grantees. To address the distinct needs of Latinx students in STEM, resources representing best practices and frameworks for cultural inclusivity, as well as faculty development will be included. Throughout, the community-based tradition of the ATE Program is being fostered with particular emphasis on forming, nurturing, and serving participating 2-year HSIs. This paper will discuss the need, baseline data, and early results for the three-year program, setting the stage for a series of annual papers that report new findings.« less
  5. ; ; ( , ASEE annual conference)
    To remain competitive in the global economy, the United States needs skilled technical workers in occupations requiring a high level of domain-specific technical knowledge to meet the country’s anticipated shortage of 5 million technically-credentialed workers. The changing demographics of the country are of increasing importance to addressing this workforce challenge. According to federal data, half the students earning a certificate in 2016-17 received credentials from community colleges where the percent enrollment of Latinx (a gender-neutral term referencing Latin American cultural or racial identity) students (56%) exceeds that of other post-secondary sectors. If this enrollment rate persists, then by 2050 overmore »25% of all students enrolled in higher education will be Latinx. Hispanic Serving Institutions (HSIs) are essential points of access as they enroll 64% of all Latinx college students, and nearly 50% of all HSIs are 2-year institutions. Census estimates predict Latinxs are the fastest-growing segment reaching 30% of the U.S. population while becoming the youngest group comprising 33.5% of those under 18 years by 2060. The demand for skilled workers in STEM fields will be met when workers reflect the diversity of the population, therefore more students—of all ages and backgrounds—must be brought into community colleges and supported through graduation: a central focus of community colleges everywhere. While Latinx students of color are as likely as white students to major in STEM, their completion numbers drop dramatically: Latinx students often have distinct needs that evolved from a history of discrimination in the educational system. HSI ATE Hub is a three-year collaborative research project funded by the National Science Foundation Advanced Technological Education Program (NSF ATE) being implemented by Florence Darlington Technical College and Science Foundation Arizona Center for STEM at Arizona State University to address the imperative that 2-year Hispanic Serving Institutions (HSIs) develop and improve engineering technology and related technician education programs in a way that is culturally inclusive. Interventions focus on strengthening grant-writing skills among CC HSIs to fund advancements in technician education and connecting 2-year HSIs with resources for faculty development and program improvement. A mixed methods approach will explore the following research questions: 1) What are the unique barriers and challenges for 2-year HSIs related to STEM program development and grant-writing endeavors? 2) How do we build capacity at 2-year HSIs to address these barriers and challenges? 3) How do mentoring efforts/styles need to differ? 4) How do existing ATE resources need to be augmented to better serve 2-year HSIs? 5) How do proposal submission and success rates compare for 2-year HSIs that have gone through the KS STEM planning process but not M-C, through the M-C cohort mentoring process but not KS, and through both interventions? The project will identify HSI-relevant resources, augment existing ATE resources, and create new ones to support 2-year HSI faculty as potential ATE grantees. To address the distinct needs of Latinx students in STEM, resources representing best practices and frameworks for cultural inclusivity, as well as faculty development will be included. Throughout, the community-based tradition of the ATE Program is being fostered with particular emphasis on forming, nurturing, and serving participating 2-year HSIs. This paper will discuss the need, baseline data, and early results for the three-year program, setting the stage for a series of annual papers that report new findings.« less
  • Citation Formats
  • MLA
  • APA
  • Chicago
  • BibTeX
  • Save / Share this Record
  • Send to Email