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

HBCU STEM专业的有色人种女性往往有一系列需求，一旦得到满足，就会对专业发展和职业晋升产生积极影响。这些教师每学期在少数族裔服务机构(或主要是本科机构)教授3-4门课程，或者是他们系内的少数族裔，因此往往有很高的学生建议/指导要求；或者是早期职业教师，他们可能难以协调教学、服务和研究的相互竞争的需求。他们甚至可能是职业生涯中期的教员，他们正在寻求建立对该学科做出贡献的稳定记录；还有一些教员需要教练来适应校园氛围，同时保持坚实的研究记录，并在终身教职和晋升方面取得进展。目前，大多数机构都没有完全满足这些需求。当他们部分地得到满足时，是通过教师发展努力，而这些努力通常不是特定于学科的，或者是通过个别学者寻找职业导师或合作者，这些人可能在学者的研究领域，也可能不在学者的研究领域。这项建议的总体目的是为高等教育社区提供在线智力社区跟踪服务，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不足的群体的学者。该团队建议以先前资助的研究项目所获得的知识为基础，探索将以下学术生产力资源商业化的可行性：(1)为期一周的常驻夏季写作务虚会；(2)一项为期9周的在线服务，提供问责教练和STEM顾问，以促进暑期写作项目的完成；以及(3)一项在线学年跟踪资源，其中包括扩大获得学术写作生产力工具的机会，如同行写作小组、促进职业发展的讨论小组、研究和学术议程规划工具、每日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提高对培训、责任和协作类型的认识，这些类型对于招聘、留住和支持其他代表性不足的群体在STEM学术生涯中的进步是必要的。

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.