Better Engaging Minority Serving Institutions in Engineering Education Research and Innovation

少数民族服务机构，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民族服务机构，是美国高等教育的重要组成部分，作为工程学士学位获得者的来源。三个因素推动了这个项目：-随着工程劳动力委员会停止收集数据，至关重要的是，这些机构的工程招生和毕业数据仍然提供给工程教育研究人员。 - 鉴于这些机构作为非洲裔美国人和西班牙裔美国人博士生的学士学位来源地所起的作用不成比例，它们应该成为努力的关键参与者，例如国家科学基金会呼吁的努力，以培养和招聘这些人，在自己的机构以及以白色为主的机构中担任工程系教师。 - 美国工程教育协会工程系主任理事会的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建立强有力的伙伴关系，为工程领域代表性不足的人口提供服务。为了实现这一承诺，少数民族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，我们建议将10名少数民族服务机构的工程学院院长带到2017年4月的工程学院院长协会，以1.了解参与我们的招生和毕业数据收集系统的好处和要求。2.制定与研究密集型工程系主任合作的战略，以激励、指导和安置代表性不足的少数民族博士生作为工程系教师。与其他工程学院院长建立更广泛的研究和教育伙伴关系，以便更好地实现工程人才队伍的多样化。让这些学院院长参与进来很重要，因为：（a）掌握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）这些机构是未来教师的重要来源，他们来自代表性不足的人口，以及（c）这些院校是知识渊博的合作伙伴，可以共同努力，为各类院校中代表性不足的少数群体学生营造支持性环境。ASEE将调查受邀院长以及工程院长协会的定期与会者，以评估受邀院长的参与对他们参与ASEE数据收集系统的倾向的影响（从而使他们的数据对工程教育和高等教育研究人员的可用性），以及双方对协作与合作的兴趣，以增加来自代表性不足的少数民族人口的工程学院的数量，并建立支持性的环境，少数民族学生在学术和专业上的成功。

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.