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.

这个工程教育研究项目在三个合作机构（阿克伦大学、休斯顿大学和密西西比州立大学）中分别实施了一系列为期一天的研讨会，由PI团队和来自每个机构的教师领导。这些研讨会的目标是增加未被充分代表的工程专业学生完成工程研究生学位并从事学术事业的人数。预计将有大约200名学生参加每个研讨会，其中包括以下主题的讨论：教师职业，时间管理，STEM教学科学，文化响应教学，指导/职业指导和研究生教育。拟议中的活动如果成功，将增进我们对招聘和培训代表性不足的研究生从事教师职业的最佳实践的了解。这个项目更广泛的意义和重要性在于它的意图是让工程专业的学生将工程教师职业视为一种可行的职业选择。通过这些研讨会提供的准备，那些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。通过向研讨会参与者展示文化响应教学的概念，该项目将使工程教师在课堂上实践包容性教学法。这反过来又有可能影响大量本科生，改善他们的教育环境，促进改善学习成果。该项目与NSF的战略目标重叠，即与学术机构合作，寻求提高教师和学生的能力，分享学习成果，并扩大有效的实践，以扩大参与。此外，国家科学基金会重视和促进基于探究的教学实践的使用，以改善国家？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。