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，是美国高等教育的关键组成部分，是工程学学士学位获得者的来源。推动这一项目的三个因素：-随着工程劳动力委员会停止收集数据，工程教育研究人员仍然可以获得这些机构的工程招生和毕业数据，这一点至关重要。-鉴于这些机构作为非裔美国人和西班牙裔美国博士获得者文凭来源地的不成比例的作用，他们应该是努力的关键参与者，例如国家科学基金会呼吁的努力，在他们自己的机构以及主要是白人的机构培养和招聘这样的人作为工程学教师。-美国工程教育学会工程院长理事会成员寻求在研究密集型工程学校和非博士授予工程学校之间发展强有力的伙伴关系，为工程学中代表性不足的人群提供服务。为了使这一承诺具有意义，少数族裔服务机构的院长必须定期与其他工程学院院长互动和接触，以建立合作、互利的伙伴关系。为了应对上述挑战和机遇，我们提议从少数族裔服务机构引进10名工程学院院长，以期在2017年4月成立工程学院。了解参加我们的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战略，以激励、指导和安置少数族裔博士生成为工程学教师。与其他工程学院院长发展更广泛的研究和教育伙伴关系，以便更好地使工程工作人员多样化。让这些院长参与进来很重要，因为(A)掌握其学生的入学人数和毕业人数可确保国家数据的完整性和准确性，(B)这些机构是未来教师的重要来源，从代表不足的人口中挑选，以及(C)这些机构是合作努力的知识伙伴，为所有机构类型的代表不足的少数族裔学生建立支持性环境。ASEE将对被邀请的院长以及工程学院的定期与会者进行调查，以衡量受邀院长的参与对他们参与ASEE数据收集系统的倾向(从而将他们的数据提供给工程教育和高等教育研究人员)的影响，以及双方对合作和合作的兴趣，以增加从代表不足的少数族裔人口中抽调的工程学教师的数量，并建立支持性环境，以提高未被充分代表的少数族裔学生的学术和职业成功。

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.