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NSF INCLUDES DDLP: Increasing Minority Presence within Academia through Continuous Training (IMPACT)

NSF 包括 DDLP：通过持续培训增加少数族裔在学术界的影响力 (IMPACT)

基本信息

批准号：
1744500
负责人：
Comas Haynes
金额：
$ 29.99万
依托单位：
Georgia Tech Applied Research Corporation
依托单位国家：
美国
项目类别：
Standard Grant
财政年份：
2017
资助国家：
美国
起止时间：
2017-09-15 至 2022-08-31
项目状态：
已结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=1744500&HistoricalAwards=false
关键词：
NSF INCLUDES DDLP Increasing Minority

项目摘要

Underrepresented minorities (URMs) are less than 10% of engineering faculty, despite comprising nearly a third of the nation's population. A common explanation for their disproportionate representation, at the engineering faculty level, is related to a lack of access to effective mentorship from other faculty. This NSF INCLUDES Design and Development Launch Pilot project will expand a new mentoring and advocacy-networking paradigm to bring together two stakeholder groups: (1) underrepresented minorities (URMs) who are engineering faculty and (2) well-regarded (primarily non-URM) emeriti/retired engineering faculty. A previously-funded NSF project found that this mentor-mentee pairing was viewed favorable by both parties and beneficial, particularly by the URM engineering faculty. Because of these results, the investigators proposed to scale, test, and evaluate the approach on a broader scale by creating national infrastructural network partners to help increase capacity to serve a greater number of URM engineering faculty and to introduce tele-mentoring and training models to serve URM faculty who work in remote geographical locations with very little access to mentors.The project will use a multi-phased phenomenological, mixed method research design to gain greater understanding of the ways in which the URM faculty and emeriti faculty experience the opportunities afforded by the project. Further, the investigators plan to collect data to examine how project participants perceive and experience conventional, direct communications (e.g., telephone calls, e-mail, and in-person meetings)through the mentoring process versus the use of Embodied Conversational Agents (ECAs), anthropomorphic interface agents that engage a user in real-time dialogue by using verbal-nonverbal channels to emulate the in-person experience. This project has the potential to broaden participation in the engineering professoriate and opens up new possibilities for supporting URM engineering faculty.

代表性不足的少数族裔 (URM) 尽管占全国人口的近三分之一，但在工程教师中所占比例不到 10%。在工程学院层面，他们比例过高的一个常见解释是与缺乏其他教师的有效指导有关。该 NSF 包括设计和开发启动试点项目将扩展新的指导和倡导网络范式，将两个利益相关者群体聚集在一起：(1) 代表性不足的少数族裔 (URM) 工程系教师和 (2) 备受推崇的（主要是非 URM）荣休/退休工程系教师。之前资助的 NSF 项目发现，双方都认为这种导师与受训者配对是有利且有益的，尤其是 URM 工程学院的教授。由于这些结果，研究人员建议通过创建国家基础设施网络合作伙伴来更广泛地扩展、测试和评估该方法，以帮助提高为更多数量的 URM 工程教师提供服务的能力，并引入远程指导和培训模式，为在偏远地区工作、很难获得导师的 URM 教师提供服务。该项目将使用多阶段的现象学、混合方法研究设计，以更好地了解 URM 工程教师的工作方式。教师和荣休教师体验该项目提供的机会。此外，研究人员计划收集数据，以检查项目参与者如何通过指导过程感知和体验传统的直接通信（例如电话、电子邮件和面对面的会议），以及使用具体对话代理（ECA），拟人化的界面代理通过使用语言-非语言渠道模拟面对面的体验，让用户参与实时对话。该项目有可能扩大工程教授的参与范围，并为支持 URM 工程教师开辟新的可能性。

项目成果

期刊论文数量（6）

专著数量（0）

科研奖励数量（0）

会议论文数量（0）

专利数量（0）

Developing deeper student mentoring relationships: Black engineering faculty translating their mentee experiences to students.

发展更深入的学生指导关系：黑人工程教师将他们的受训者经验转化为学生。

DOI：
发表时间：
2022
期刊：
American Society for Engineering Education Annual Conference & Exposition
影响因子：
0
作者：
Mendez, S. L.
通讯作者：
Mendez, S. L.

Navigating a Career in Academia: Insights from Emeriti Engineering Faculty

学术界的职业生涯：荣休工程学院的见解

DOI：
10.1007/s41979-019-00026-7
发表时间：
2020
期刊：
Journal for STEM Education Research
影响因子：
0
作者：
Mendez, Sylvia L.;Tygret, Jennifer A.;Johanson, Katie;Conley, Valerie Martin;Haynes, Comas;Gerhardt, Rosario;Gosha, Kinnis
通讯作者：
Gosha, Kinnis

Can chatbots be used for faculty mentoring?

聊天机器人可以用于教师指导吗？

DOI：
发表时间：
2019
期刊：
2019 American Society for Engineering Education Annual Conference & Exposition
影响因子：
0
作者：
Gosha, K.
通讯作者：
Gosha, K.

Chatbots: A Tool to Supplement the Future Faculty Mentoring of Doctoral Engineering Students

聊天机器人：补充未来工程博士生教师指导的工具

DOI：
10.28945/4579
发表时间：
2020
期刊：
International Journal of Doctoral Studies
影响因子：
0
作者：
Mendez, Sylvia;Johanson, Katie;Martin Conley, Valerie;Gosha, Kinnis;A Mack, Naja;Haynes, Comas;A Gerhardt, Rosario
通讯作者：
A Gerhardt, Rosario

Virtual faculty mentoring: Can it be accomplished through embodied conversational agents?

虚拟教师指导：可以通过具体的对话代理来完成吗？