Academic Career Enhancement for Underrepresented Faculty in Engineering

工程领域代表性不足的教师的学术职业提升

• 批准号: 1700047
• 负责人: Stephanie Adams
• 金额: $ 20.36万
• 依托单位: Old Dominion University Research Foundation
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2016
• 资助国家: 美国
• 起止时间: 2016-08-15 至 2019-12-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1700047&HistoricalAwards=false
• 关键词: Academic; Career; Enhancement; Underrepresented; Faculty

The current lack of faculty diversity in engineering poses serious threats to the replacement of an aging faculty, the retention of underrepresented minority (URM) students, the development of a diverse workforce and the well being of the nation. This challenging issue has been addressed over the past few decades with limited success, due in part to the complex and interrelated factors that influence the career advancement of underrepresented minority faculty. Strategies are needed to increase the numbers and career success of underrepresented minority faculty, to ensure diversity in engineering and national competitiveness.The goals and activities are closely aligned with NSF's mission to broaden the participation and success of underrepresented populations in engineering. Faculty of color represent an alarmingly small, untapped and underserved population in the academic ranks within engineering. This state of affairs informs the goals of the proposed project, which is to enhance the presence, socialization, retention and advancement of junior and mid-career faculty from underrepresented populations in engineering. The project seeks to achieve these goals via the following objectives: 1) development and implementation of a holistic array of career development initiatives for underrepresented early and mid-career faculty; and 2) implementation of research on practices and policies impacting the progression and advancement of these faculty members. The project includes a professional/leadership development component, informed by existing knowledge on the factors that help underrepresented faculty members succeed. There is also a research component that is intended to add to the national knowledge base on issues of career progression. Key features of the project include: an annual professional/leadership development symposium, the formation of an on-line community (e.g., using the NSF-funded National Institute for Faculty Equity website, webinars, etc.), organized networking at professional society meetings, the active engagement of senior scholars and opportunities for multi-year participation. Additionally, the symposium will be used as a forum to implement a mixed-methods study of the factors influencing underrepresented faculty members' experiences in academia. In this vein, the project will explore the following research questions: RQ1. What individual and systemic factors are facilitating and/or hindering the progression and advancement of URM faculty members?RQ2. What are the salient intragroup differences in the experiences of URM faculty? (e.g., How do foreign-born Black faculty members experience the academy differently than their US-born peers? How do the experiences of Hispanic faculty members differ based on their country of origin?)RQ3. How do URM faculty members' past professional development experiences impact their present day responses to challenges and opportunities?The project will contribute to the success and advancement of minority faculty in engineering, thereby enhancing their participation and retention, and increasing their ranks. The increased presence of these minorities enhances faculty diversity and provides the role models and self images that contribute to the enhanced recruitment, retention, and ultimate success of all students -- especially those from groups underrepresented in the engineering workforce -- which is necessary to build a diverse science and engineering workforce required to maintain national competitiveness and prosperity.

目前，工程中缺乏教师多样性对替代老化教师的替代，代表性不足的少数群体（URM）学生的保留，多样化的劳动力和国家的福祉的发展构成了严重威胁。在过去的几十年中，这一具有挑战性的问题取得了有限的成功，部分原因是影响不足少数群体的职业发展的复杂和相互关联的因素。需要采取策略来增加代表性不足的少数群体的数量和职业成功，以确保工程和民族竞争力的多样性。目标和活动与NSF的使命密切相吻合，即NSF扩大代表性不足的工程人群的参与和成功。有色人种代表了工程学中学术界中令人震惊的小型，未开发和服务不足的人口。这种状况为拟议项目的目标提供了信息，这是为了增强工程中代表性不足人群的初级和中级教师的存在，社会化，保留和进步。该项目旨在通过以下目标实现这些目标：1）为早期和中期教师提供的整体职业发展计划的发展和实施； 2）实施影响这些教职员工进步和发展的实践和政策的研究。该项目包括专业/领导力发展的部分，并通过现有知识了解有助于代表人数不足的教职员工成功的因素。还有一个研究组成部分，旨在将职业发展问题的国家知识基础添加到国家知识基础上。该项目的关键特征包括：年度专业/领导力发展研讨会，在线社区的形成（例如，使用NSF资助的国家教职员产协会网站，网络研讨会等），专业社会会议上有组织的网络，高级学者的积极参与和多年参与的机会。此外，该研讨会将用作论坛，以实施对影响代表性不足的教师在学术界经历的因素进行混合方法研究。在这种情况下，该项目将探讨以下研究问题：RQ1。哪些个人和系统因素正在促进和/或阻碍URM教职员工的发展和进步？RQ2。 URM教师的经历中有什么明显的内部差异？ （例如，外国出生的黑人教职员工与美国出生的同龄人的经历如何不同？西班牙裔教师的经历会根据其原籍国有何不同？）RQ3。 URM教职员工的过去专业发展经验如何影响他们对挑战和机遇的回应？该项目将有助于少数派教职员工在工程方面的成功和发展，从而增强他们的参与和保留率并提高其排名。这些少数群体的存在增加增强了教师的多样性，并提供了榜样和自我形象，这些榜样和自我形象有助于所有学生的招聘，保留和最终的成功，尤其是工程劳动力中代表不足的团体的榜样，这对于建立这是必要的维持民族竞争力和繁荣所需要的多样化的科学和工程劳动力。