Collaborative Research: Career development: from senior undergraduates to navigating assistant professorship

合作研究：职业发展：从高年级本科生到助理教授

• 批准号: 1444876
• 负责人: Debora Rodrigues
• 金额: $ 2.89万
• 依托单位: University of Houston
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2014
• 资助国家: 美国
• 起止时间: 2014-09-01 至 2016-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1444876&HistoricalAwards=false
• 关键词: Collaborative; Research; Career; development; senior

This engineering education research project is implementing a series of one day workshops at each of the three partner institutions (The University of Akron, The University of Houston, and Mississippi State University), led by the PI team with faculty from each institution. The goal of the workshops is to increase the numbers of underrepresented engineering students who complete graduate degrees in engineering and pursue academic careers. It is expected that approximately 200 students will attend each workshop which will include discussion of the following topics: faculty careers, time management, the science of STEM teaching, culturally responsive teaching, mentoring/career coaching and graduate education. The proposed activity, if successful, will advance our knowledge of best practices in the recruitment and training of underrepresented graduate students for faculty careers.The broader significance and importance of this project is in its intent to have engineering students view the engineering faculty profession as a viable career alternative. With the preparation provided through these workshops, the potential for success of those that choose to join the engineering faculty ranks will be strengthened through knowledge of successful practices. By exposing workshop participants to the concept of culturally responsive teaching, this project will result in engineering faculty who practice inclusive pedagogies in their classrooms. This, in turn has the potential to impact large numbers of undergraduate students, improving their educational environment to facilitate improved learning outcomes.This project overlaps with NSF's strategic goals of working with academic institutions seeking to enhance capability for their faculty and students, sharing learning and expanding effective practices focused on broadening participation. Additionally, NSF values and promotes the use of inquiry-based instructional practices that improve the nation?s capacity to draw in and retain students in STEM fields, including students from underrepresented groups and institutions.

该工程教育研究项目正在由三个合作伙伴机构（阿克伦大学，休斯顿大学和密西西比州立大学）中的每个机构中的每个机构实施一系列一天的研讨会，由PI团队领导，每个机构的教职员工。 研讨会的目的是增加完成工程学和从事学术职业研究生学位的代表性不足的工程专业学生的数量。预计大约有200名学生将参加每个研讨会，其中包括讨论以下主题：教师职业，时间管理，STEM教学科学，具有文化响应式教学，指导/职业教练和研究生教育。拟议的活动，如果成功的话，将提高我们对招聘和培训代表性不足的教师职业的最佳实践的了解。该项目的重要意义和重要性是让工程学学生将工程学学生视为可行的职业替代方案。 通过这些研讨会提供的准备，将通过了解成功实践的知识来加强选择加入工程教师队伍的人们成功的潜力。通过将研讨会的参与者揭露文化响应迅速的教学概念，该项目将导致工程教师在课堂上实践包容性教学法。 反过来，这反过来有可能影响大量的本科生，改善其教育环境以促进改善的学习成果。该项目与NSF与NSF的战略目标重叠，即与寻求增强其教职员工和学生能力的学术机构的战略目标重叠，共享学习和扩大有效的实践，以扩大扩大参与。 此外，NSF的价值观并促进了基于询问的教学实践的使用，这些实践提高了国家在STEM领域中吸引和留住学生的能力，包括来自代表性不足的团体和机构的学生。