EAGER: Supporting Faculty Early Career Development in Engineering Education Research

尽管在过去的三十年里，工程教育研究作为一个研究领域得到了建立，但工程教育研究人员可用的社会基础设施还不够强大，不足以持续支持不同类型的早期职业教师的发展，这些教师存在于部门内，作为传统工程学科的教师，或者作为中心的一部分。这个早期概念项目的目的是探索一个工程教育特定社区的发展，以支持工程教育的早期职业教师。这个项目的重点是国家科学基金会的职业奖，作为工程教育早期成功的一个特殊指标。该项目采用未经测试的方法，为早期工程教育研究人员提供基础设施开发，应用组织变革文献中的理论，以便为全美国的早期职业工程教育研究人员公平地提供职业应用资源和支持。通过协作调查，我们将建立现有的CAREER获奖者的基础，并探索特别的建议、资源和趋势，这些建议、资源和趋势在开发早期CAREER导师网络时非常重要。这第一阶段将产生工程教育特定的资源（与许多大学提供的一般职业申请建议相反），这些资源可以为改变网络做出贡献。这个项目的第二阶段，也是最密集的阶段，重点是扩展现有的网络，为早期职业工程教育教师提供这些EER特定的资源。这项工作解决了在不同类型的任命中不同教师支持的问题，并提供了领导力发展，以支持工程教育教师进入社区的核心职位。这项工作为那些经常是“孤狼”或在他们的机构中没有得到工程教育研究人员支持的教师提供了支持和资源。这些人在工程教育研究社区中扮演着重要的角色，并且公平地获得职业应用开发的资源，不仅为工程部门和中心的研究人员提供了强大的发展，也为那些连接到更传统的工程空间的研究人员提供了强大的发展。通过扩大谁有机会获得工程教育研究资源和支持，我们可以多样化和提高职业申请的质量。最后，对长期可持续性的关注将嵌入通过建设这个急需的基础设施所带来的变化，以帮助全国的工程教育研究人员，并在工程教育中创造持久的变化。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。

Despite the establishment of engineering education research as a field of inquiry in the last three decades, the social infrastructure available to engineering education researchers is not yet robust enough to consistently support the development of early career faculty across different types of appointments that exist within departments, as faculty in traditional engineering disciplines, or as a part of centers. The purpose of this early-concept project is to explore the development of an engineering education specific community to support early career faculty in engineering education. This project focuses on the National Science Foundation's CAREER award as a particular indicator of early success in engineering education. Using an untested approach to infrastructure development for early engineering education researchers, the project applies theories from organizational change literature in order to equitably provide CAREER application resources and support to early career engineering education researchers throughout the United States.Using collaborative inquiry, we will build a base of existing CAREER awardees and explore particular advice, resources, and trends that would be important to consider and include in developing an early CAREER mentor network. This first phase will generate engineering education specific (as opposed to general CAREER application advice that many universities provide) resources that can be contributed to a change network. The second, and most intensive phase of this project, focuses on extending the current network to provide these EER specific resources equitable to early career engineering education faculty.This effort addresses the concerns around differential faculty support within different types of appointments and provides leadership development to support engineering education faculty's movement into core positions with the community. This work provides support and resources for faculty who are often "lone wolves" or otherwise unsupported in engineering education researchers at their institutions. These individuals play an important role in the engineering education research community and equitable access to resources for CAREER application development provides not only strong development for researchers at engineering departments and centers but also to those who connect into more traditional engineering spaces. By expanding who has access to engineering education research resources and support, we can diversify and improve the quality of CAREER applications. Finally, a focus on long-term sustainability will embed the changes made by building this much needed infrastructure to assist engineering education researchers nationwide and create lasting change in engineering education.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.