Better Engaging Minority Serving Institutions in Engineering Education Research and Innovation

少数族裔服务机构，包括历史上的黑人学院和大学、西班牙裔服务机构和其他少数族裔服务机构，是美国高等教育的重要组成部分，是工程学士学位获得者的来源。推动该项目的三个因素：-随着工程劳动力委员会停止数据收集，这些机构的工程入学和毕业数据仍然可供工程教育研究人员使用是至关重要的。-鉴于这些机构作为非裔美国人和西班牙裔美国人博士学位获得者的学士学位来源所起的不成比例的作用，它们应该成为努力的主要参与者，例如国家科学基金会所要求的努力，在它们自己的机构以及以白人为主的机构中发展和招募这些人作为工程教员。-美国工程教育协会工程院长委员会成员寻求在研究密集型工程学院和非博士学位工程学院之间建立强有力的合作伙伴关系，为工程领域代表性不足的人群提供服务。为了使这一承诺具有意义，少数族裔院校的院长必须定期与其他工程学院院长进行互动和接触，以建立合作、互利的伙伴关系。为了应对上述挑战和机遇，我们建议将10名少数族裔院校的工程学院院长带到2017年4月的工程学院院长学院，以便：了解参与我校招生和毕业数据收集系统的好处和要求。制定与研究密集型工程学院院长合作的策略，以激励、指导和安置未被充分代表的少数民族博士学位获得者作为工程学院成员。与其他工程学院院长建立更广泛的研究和教育伙伴关系，以使工程学院的员工队伍更多样化。让这些院长参与进来是很重要的，因为：(a)获取学生的入学和毕业人数，确保国家数据的完整性和准确性；(b)这些机构是从未被充分代表的人群中抽取的未来教师的重要来源；(c)这些机构代表了知识渊博的合作伙伴，共同努力为所有类型的机构中未被充分代表的少数民族学生建立支持环境。ASEE将调查受邀院长和工程院长学院的定期参与者，以评估受邀院长参与对他们参与ASEE数据收集系统的倾向的影响（从而评估他们的数据对工程教育和高等教育研究人员的可用性）。双方都有兴趣通过合作来增加来自少数族裔的工程学院的数量，并建立支持性的环境来提高少数族裔学生在学术和职业上的成功。

Minority Serving Institutions, including Historically Black Colleges and Universities, Hispanic Serving Institutions, and other Minority Serving Institutions, are critical components of US higher education as sources of baccalaureate recipients in engineering. Three factors drive this project:- With the cessation of data collection by the Engineering Workforce Commission, it is critical that engineering enrollment and graduation data from these institutions remain available to engineering education researchers. - Given the disproportionate role of these institutions as the place of baccalaureate origin for African American and Hispanic American doctoral recipients, they should be key participants in efforts, such as those called for by the National Science Foundation, to develop and recruit such persons as engineering faculty at their own institutions as well as at Predominantly White Institutions. - Members of the American Society for Engineering Education's Engineering Deans Council seek to develop strong partnerships between research-intensive engineering schools and non-PhD granting engineering schools serving populations underrepresented in engineering. For this commitment to have meaning, the deans of minority serving institutions must regularly interact and engage with other engineering deans so as to build collaborative, mutually beneficial partnerships.To address the challenges and opportunities indicated above, we propose to bring 10 engineering deans from minority serving institutions to the April 2017 Engineering Deans Institute in order to1. Learn the benefits of and requirements for participating in our enrollment and graduation data collection system.2. Develop strategies for collaboration with research-intensive engineering deans to inspire, mentor, and place underrepresented minority doctoral recipients as engineering faculty members.3. Develop broader research and education partnerships with other engineering deans in order to diversify better the engineering workforce.Involving these deans is important because (a) capturing the enrollment and graduation numbers of their students ensures the completeness and accuracy of national data, (b) these institutions are significant sources of future faculty drawn from underrepresented populations, and (c) these institutions represent knowledgeable partners for collaborative efforts to build supportive environments for underrepresented minority students at all institution types. ASEE will survey the invited deans as well as the regular attendees of the Engineering Deans Institute to gauge the impact of the invited deans' participation on their inclination toward participating in ASEE's data collection system (and thereby the availability of their data to engineering education and higher education researchers), and the interest of both sets of parties on collaboration and cooperation to increase the number of engineering faculty drawn from underrepresented minority populations and to build supportive environments to enhance the academic and professional success of underrepresented minority students.