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: 1444857
• 负责人: Lakiesha Williams
• 金额: $ 2.61万
• 依托单位: Mississippi State University
• 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=1444857&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.

这个工程教育研究项目正在三个合作机构（阿克伦大学，休斯顿大学和密西西比州立大学）中的每一个实施一系列为期一天的研讨会，由PI团队与来自每个机构的教师领导。 讲习班的目标是增加代表性不足的工程专业学生完成工程研究生学位和追求学术生涯的人数。预计约有200名学生将参加每个研讨会，其中将包括以下主题的讨论：教师职业，时间管理，STEM教学科学，文化响应式教学，指导/职业指导和研究生教育。拟议的活动，如果成功的话，将推进我们在招聘和培训代表性不足的研究生的教师careers.The更广泛的意义和重要性，这个项目的最佳实践的知识是在其意图有工程专业的学生认为工程教师职业作为一个可行的职业选择。 通过这些研讨会提供的准备，选择加入工程学院行列的人的成功潜力将通过成功实践的知识得到加强。通过让研讨会参与者接触到文化敏感教学的概念，该项目将使工程系教师在课堂上实践包容性的教学方法。 这反过来又有可能影响到大量的本科生，改善他们的教育环境，以促进提高学习成果。该项目与NSF的战略目标相重叠，即与学术机构合作，寻求提高教师和学生的能力，分享学习和扩大有效的实践，重点是扩大参与。 此外，NSF重视并促进使用基于探究的教学实践来改善国家？吸引和留住STEM领域学生的能力，包括来自代表性不足的群体和机构的学生。