2008 Minority Faculty Development Workshop

CBET-0829908巴拉比诺工程学教师缺乏多样化是有据可查的，这一问题对建立一支多元化的劳动力队伍将促进和支持国家繁荣的严重后果也是如此。需要一个文化多元化的教员来提供榜样，以增强对工程学中代表性不足的学生的吸引力和留住，并取代老化的工程学教员。增加少数族裔工程学教师的代表性需要采取多方面的方法，其中包括增加进入学院并保留在学院的博士毕业生的数量。拟于2008年10月在国家科学基金会举办的2008年少数族裔教师发展研讨会(MFDW)满足了这一需要。2008年讲习班的总体目标是为少数族裔有抱负的教师提供必要的建议、指导和发展工具，以进入学术界、取得成功并在学术中茁壮成长，并增加工程学中有色人种的人数。2008年研讨会的主题是“今天建设明天的工程学院”，目标受众是在美国四年制院校担任研究生助理或博士后职务的NSF(非洲裔美国人、西班牙裔美国人或美洲原住民)所定义的代表性不足的群体的成员。通过一系列精心设计和量身定做的课程和活动，参与者将变得更有见识，能够更好地驾驭作为一名工程教员的职业成功之路。智力价值：少数族裔教师发展计划已被证明对实现学术事业成功和增加未被充分代表的少数族裔教师数量具有积极影响(Johnson，1999，Moody，2004)。研究还表明，少数族裔教师不太可能有导师，更有可能对终身教职和晋升程序和政策知之甚少，通常获得的资助率低于多数派教师，发表论文的比例往往低于多数派教师，并且更有可能在所在机构受到排斥(Gregory，1995，Allen，2002)。拟议的讲习班纳入了以文献为基础的战略，并采取了学术方法，以培养一支准备在学术上取得卓越成绩的少数族裔教员队伍。更广泛的影响：对于代表不足的少数族裔来说，通往学院的管道充满了各级持续不断的泄漏，最终威胁到我们国家培养一支多样化的劳动力队伍的能力，这些劳动力配备了处理21世纪问题的能力。在研究生和博士后一级，代表不足的少数族裔学生和同事1)在培训期间受到系统性和制度性偏见，影响他们坚持和成长的能力，2)缺乏与他们背景相同的导师和榜样，3)往往对学术事业缺乏足够的知识和准备，4)往往被劝阻从事这类职业。拟议的2008年少数群体教师发展讲习班专门针对这一群体，并提供工具和战略，以加强他们在进入和通过学院的道路上的成功。这些努力将导致任职人数不足的少数族裔工程学教员人数增加，并有助于培养和留住多样化的学生群体。利用目前的网络基础设施倡议所计划的传播工作将扩大讲习班的参与者和受益者及其最终影响。这项活动得到工程局各司和厅的支持。

CBET-0829908BarabinoThe lack of diversification of the engineering faculty is well documented as are the serious ramifications of this problem on building a diverse workforce that will enhance and support national prosperity. A culturally diverse faculty is necessary to provide role models who will enhance the attraction and retention of underrepresented students in engineering and who will replace an aging engineering faculty. Increasing the representation of minority engineering faculty requires a multifaceted approach that includes increasing the number of doctoral graduates who are entering and being retained in the academy. This need is addressed by the proposed 2008 Minority Faculty Development Workshop (MFDW) to be held at NSF in October of 2008. The overall goals of the 2008 Workshop are to provide underrepresented minority aspiring faculty with advice, guidance and developmental tools necessary to enter, succeed and thrive in academe and to increase the numbers of faculty of color in engineering. The theme of the 2008 workshop is "Building Tomorrow's Engineering Faculty Today" and the target audience is members of underrepresented groups as defined by NSF (African-American, Hispanic or Native American) holding graduate assistant or postdoctoral appointments in a U.S. four-year institution. Through a series of carefully crafted and tailored sessions and activities, participants will become more knowledgeable and better able to navigate the path to career success as an engineering faculty member. Intellectual Merit: Minority faculty development programs have been shown to have a positive effect on achieving academic career success and increasing the numbers of underrepresented minority faculty (Johnson, 1999, Moody, 2004). It has also been shown that minority faculty are less likely to have mentors, are more likely to be under-informed about tenure and promotion procedures and policies, typically receive funding at lower rates than majority faculty, often have lower publication rates than majority faculty, and are more likely to suffer from exclusion at their institutions (Gregory, 1995, Allen, 2002). The proposed workshop incorporates literature-based strategies and takes a scholarly approach towards the development of a cadre of minority faculty poised for academic excellence. Broader Impacts: For underrepresented minorities, the pipeline to the academy is fraught with persistent leaks at all levels that ultimately threaten our nation's ability to train a diverse workforce equipped to handle 21st century problems. At the graduate and postdoctoral levels, underrepresented minority students and associates 1) are subjected to systematic and institutional biases during their training that impacts their ability to persist and thrive, 2) lack mentors and role models who share their background, 3) often lack sufficient knowledge of and preparation for academic careers and 4) are often dissuaded from pursuing such careers. The proposed 2008 Minority Faculty Development Workshop specifically targets this group and provides tools and strategies to enhance their success in navigating the path to and through the academy. These efforts will lead to increases in the number of underrepresented minority engineering faculty and contribute to the training and retention of a diverse population of students. Planned dissemination efforts that exploit current cyberinfrastructure initiatives will broaden the pool of participants and beneficiaries of the workshop and its ultimate impact.This activity is supported by every Division and Office in the Engineering Directorate.