Design and Development: Workshop Proposal for Emerging Engineering Educators Making Academic Change Happen (E3 MACH)

新兴的工程教育工作者，包括即将完成博士工作的研究生和刚刚进入各自领域的助理教授，在他们开始自己的职业生涯时面临着特殊的挑战。正如最近的工程职位广告所显示的那样，工程部门寻找新的工程教育工作者，他们可以为校园带来创新，从设计新项目到引入和评估新教学法。在许多情况下，新兴的工程教育工作者还没有准备好在更高的机构层面实施变革。典型的研究生教育侧重于获得学科研究的能力，并没有为新兴的工程教育工作者做好理解学术环境和由此产生的文化、价值体系和约束的准备。因此，许多新兴的工程教育工作者感到没有权力或能力实施学术变革。此外，成功的变革推动者需要技能，例如，战略思维、获得支持和创建战略伙伴关系，这些都不是传统新兴教育经验的一部分。在其他学科（如组织心理学和行为学）的文献中，变革策略已经得到了很好的记录，但尚未以严格、可理解的方式纳入STEM教育的讨论中。“新兴工程教育工作者使学术变革发生”研讨会填补了新兴工程教育工作者对基于研究的技能发展和帮助制定变革计划的需求。通过针对特定主题的有针对性的工作会议（例如，伙伴关系发展，产生支持，机构背景和身份发现），参与者了解不同类型的学术机构背景和价值体系，他们的职业身份与文化背景和变革过程的相互作用，以及研究证明在不同类型的学术机构中实现大规模变革的策略。将自己设想为变革推动者的新兴工程教育工作者应该努力采用变革推动者的性格和技能。本次研讨会将帮助这些教育工作者开始他们作为工程教育创新者的道路，他们更有可能对他们的部门和项目产生积极影响。研讨会涵盖了许多主题，例如：培养同事的联盟社区和在校园发生变化。多样化的实践活动，使参与者能够更好地理解在既定的学术价值体系和机构背景下的个人和职业身份的发展，并识别他们个人学术环境的独特机会和限制，以制定扩大和实施学术变革愿景的战略。通过培养那些必须领导变革努力的人的这些技能和思维方式，本次研讨会促进了STEM高等教育的有意义的变革。参与研讨会的新兴工程教育工作者强调了在他们的职业生涯早期发展变革技能的重要性。作为这项研究的一部分，新兴的工程教育工作者将就他们当前或未来的变革项目接受采访，并为他们的变革活动提供导师和支持。研讨会结束后，指导将继续进行，参与者在实施研讨会期间学到的MACH变化策略时，将跟踪他们在项目上的进展情况。该奖项反映了美国国家科学基金会的法定使命，并通过使用基金会的知识价值和更广泛的影响审查标准进行评估，被认为值得支持。

Emerging engineering educators, including graduate students close to completion of their doctoral work, and assistant professors who are just entering their fields, face specific challenges as they begin their careers. As recent advertisements for engineering positions suggest, engineering departments seek out new engineering educators who can bring innovation to their campuses, from designing new programs to introducing and assessing new pedagogies. In many cases, emerging engineering educators are not ready to enact change at higher, institutional levels. A typical graduate education focuses on acquiring competence in disciplinary research and it does not prepare emerging engineering educators to comprehend the academic environments and resulting cultures, value systems and constraints. As a result, many emerging engineering educators do not feel empowered or capable of implementing academic change. Furthermore, successful change agents require skills, such as, for example, strategic thinking, obtaining buy-in, and creating strategic partnerships, that are not a part of conventional emerging educator experiences. Change strategies have been well documented in the literature of other disciplines, such as organizational psychology and behavior, but have not been brought into the conversation within STEM education in a rigorous, accessible way. The "Emerging Engineering Educators Making Academic Change Happen" workshop fills the need of emerging engineering educators for research-based skills development and assistance in creating a plan for change. Through targeted working sessions on specific topics (e.g. partnership development, generating buy-in, institutional context, and identity discovery), participants learn about different types of academic institutional contexts and value systems, the interplay of their professional identity with cultural contexts and the change-making process, and research-proven strategies for making large scale change happen at different types of academic institutions. Emerging engineering educators who envision themselves as change agents should work to adopt the disposition and skills of a change agent. This workshop will help these educators start on their path as engineering education innovators who are more likely to positively impact their departments and programs. The workshop covers a number of themes, such as: Cultivating an Allied Community of Colleagues and Making Change Happen on Campus. Diverse hands-on activities are structured to enable participants to better understand the development of personal and professional identities with the established academic value systems and institutional contexts, and identify the unique opportunities and constraints of their individual academic environments to develop strategies for expanding and implementing visions of academic change. By fostering the development of these skills and mindsets in the very people who must lead change efforts, this workshop promotes meaningful change in STEM higher education. Engaging emerging engineering educators in the workshop highlights the importance of developing change skills early in their careers. As part of this research, emerging engineering educators will be interviewed about their current or future change projects and will be provided with mentors and support for their change activities. Mentorship will continue after the workshop is over and the participants' progress on their projects will be tracked as they implement the MACH change strategies they learned during the workshop.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.