I-Corps: Career Advancement for STEM Faculty through Summer Writing Retreats and Online Communities

在HBCUs干学科的有色人种妇女往往有一系列的需求，当满足，对专业发展和职业发展产生积极的影响。这些教师在少数民族服务机构（或主要是本科院校）每学期教3-4门课程，或者是他们部门内的少数民族，因此，往往有很高的学生咨询/指导需求;或者是早期职业教师，他们可能难以谈判教学，服务和研究的竞争需求。 他们甚至可能是职业生涯中期的教师，他们正在寻求为该学科做出贡献的稳定记录;以及需要指导的教师，他们需要在保持坚实的研究记录的同时驾驭校园气氛，并在终身教职和晋升方面取得进展。目前，这些需求在大多数机构都没有得到充分满足。当他们部分满足它是通过教师发展的努力，往往不是学科具体或通过个人学者的职业导师或合作者谁可能会或可能不会在学者的研究领域的搜索。 该提案的总体目的是为高等教育界提供夏季写作务虚会和在线知识界后续服务，以提高科学，技术，工程和数学（STEM）学科中有色人种女性的学术生产力和职业发展，同时也适用于其他学科的不同学者，特别是那些来自代表性不足的群体。从以前资助的研究项目中获得的知识的基础上，该团队建议探索将以下学术生产力资源商业化的可行性：（1）一个为期一周的，在驻地夏季写作务虚会;（2）一个为期九周的在线服务，包括访问问责制教练和STEM顾问，以促进夏季写作项目的完成;以及（3）在线学年后续资源，包括扩大对学术写作生产力工具的访问，如同行写作小组，促进职业发展讨论小组，研究和学术议程规划工具，日常写作计划，和同行生产力合作伙伴。 所提供的产品将提高教师个人消费者的学术生产力，同时也支持机构消费者获得对培训，问责制和协作类型的高度认识，这些类型是招聘，保留和支持其他代表性不足的人群在STEM学术生涯中取得进步所必需的。

Women of color in STEM disciplines at HBCUs often have a series of needs which, when met, have a positive impact on professional development and career advancement. Such faculty teach 3-4 courses per semester at a minority serving institution (or primarily undergraduate institution), or are a minority within their department and, therefore, tend to have high student advising/mentoring demands; or are early career faculty who may have difficulty negotiating the competing demands of teaching, service, and research. They may even be mid-career faculty who are seeking to develop a steady track record of contribution to the discipline; and faculty who need coaching to navigate the campus climate while maintaining a solid record of research and make progress toward tenure and promotion. Currently, these needs are not being met fully at most institutions. When they are partially met it is through faculty development efforts that are often not discipline specific or are through an individual scholar's search for a career mentor or collaborator who may or may not be in the scholar's field of study. The overall purpose of this proposal is to provide summer writing retreats with online intellectual community follow-up services to the higher education community to increase scholarly productivity and career advancement of women of color in Science, Technology, Engineering and Mathematics (STEM) disciplines while also being applicable to diverse scholars in other disciplines, especially those from underrepresented groups.Building from the knowledge gained from a previously funded research project, this team proposes to explore the feasibility of commercializing the following scholarly productivity resources: (1) a one week, in-residence Summer Writing Retreat; (2) a nine-week online service featuring access to accountability coaches and STEM consultants to facilitate completion of the summer writing project; and (3) an online academic year follow-up resource which includes expanded access to scholarly writing productivity tools such as peer writing groups, facilitated career advancement discussion groups, research and scholarly agenda planning tools, daily writing plans, and peer productivity partners. The products provided will increase the scholarly productivity of individual faculty consumers while also supporting institutional consumers in the acquisition of a heightened awareness of the types of coaching, accountability, and collaboration that are necessary to recruit, retain, and support other underrepresented populations in their advancement in STEM academic careers.