权益分类	功能权益	普通用户	{{item.name}}会员
{{category.name}}	{{benefitItem.name}}

Fostering Future Engineering Faculty Diversity by Building a Pipeline to Graduate Programs

通过建立研究生课程管道来促进未来工程学院的多样性

基本信息

批准号：
2130403
负责人：
Yanfen Li
金额：
$ 149.56万
依托单位：
University of Massachusetts Lowell
依托单位国家：
美国
项目类别：
Standard Grant
财政年份：
2021
资助国家：
美国
起止时间：
2021-12-01 至 2027-11-30
项目状态：
未结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=2130403&HistoricalAwards=false
关键词：
Fostering Future Engineering Faculty Diversity

项目摘要

This project will contribute to the national need for well-educated scientists, mathematicians, engineers, and technicians by supporting the retention and graduation of high-achieving, low-income students with demonstrated financial need at the University of Massachusetts Lowell, a R2 public research university with a high percentage of first-generation undergraduate students. Over its 6-year duration, this project will fund scholarships to 24 unique full-time students who will be supported for four years from their junior undergraduate year through the completion of a master's degree or completion of their qualifying exam within a Ph.D. program. The goal of the project is to create a diverse and competitive pool of students who could become future faculty candidates in engineering by aiding them to explore their interest in these careers and supporting them to prepare and embark on these graduate education pathways. Project activities include group-based mentoring meetings with internal and external faculty, safe space cohort building, job shadowing, individual graduate school application support, positive teaching and research experiences, a curriculum to cultivate pedagogical and content knowledge, and a mentorship program (Entering Research Mentoring Program; ERMP) for first- and second-year graduate students. The project will also employ podcasting as a way to introduce high school students to STEM careers. This project has the potential to significantly increase the number of STEM graduates from traditionally underrepresented populations in engineering at the graduate level, and strengthen the pipeline of highly qualified diverse candidates entering careers in higher education. Another important broader impact is the project's strong potential to foster social justice educators with core personal and professional beliefs in diversity and inclusion, which help promote inclusive and equitable environment in higher education to retain a future generation of engineering students. The intellectual merit goal is to better understand the factors that motivate low-income, high-achieving, underrepresented engineering students to persist in the trajectory to engineering graduate programs and future faculty positions in higher education. The project plans to employ a variety of evidence-based interventions that have been used successfully to support students to achieve their career goals. The project will determine whether group-based mentoring and safe space cohort building contribute to low income, high achieving analyze the evaluation data collected from a teaching diverse populations course to advance knowledge about how to cultivate social justice educators. In addition, the project will explore the potential of podcasting as a way for scholars to self-express and explore their interest and confidence in pursuing a faculty career. Lastly, the project will examine whether participation in ERMP results in positive mentoring relationships, professional identity, research and academic skills, and confidence in pursuing faculty careers. Results of this project will be disseminated via presentations at local and national conferences, publications in engineering education journals, a website featuring cohort activities, and podcast episodes targeted to high school students. This project is funded by NSF’s Scholarships in Science, Technology, Engineering, and Mathematics program, which seeks to increase the number of low-income academically talented students with demonstrated financial need who earn degrees in STEM fields. It also aims to improve the education of future STEM workers, and to generate knowledge about academic success, retention, transfer, graduation, and academic/career pathways of low-income students.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.

该项目将通过支持马萨诸塞州洛厄尔大学（一所R2公立研究型大学，第一代本科生比例很高）中表现出经济需求的高成就、低收入学生的保留和毕业，为国家对受过良好教育的科学家、数学家、工程师和技术人员的需求做出贡献。在为期6年的时间里，该项目将为24名独特的全日制学生提供奖学金，这些学生将从本科三年级开始获得四年的支持，直到完成硕士学位或完成博士学位资格考试。程序.该项目的目标是创建一个多样化和有竞争力的学生群体，帮助他们探索他们对这些职业的兴趣，并支持他们准备和走上这些研究生教育道路，从而成为未来的工程学教师候选人。项目活动包括与内部和外部教师，安全空间队列建设，工作阴影，个人研究生院申请支持，积极的教学和研究经验，课程，以培养教学和内容知识，和导师计划（进入研究导师计划; ERMP）的小组为基础的指导会议第一和第二年的研究生。该项目还将采用播客作为向高中生介绍STEM职业的一种方式。该项目有可能显着增加STEM毕业生的数量，从传统上代表性不足的人口在研究生阶段的工程，并加强高素质的多元化候选人进入高等教育职业的管道。另一个重要的更广泛的影响是该项目的强大潜力，以培养社会正义教育工作者的核心个人和专业信仰的多样性和包容性，这有助于促进包容性和公平的高等教育环境，以留住未来一代的工程专业学生。智力价值的目标是更好地了解激励低收入，高成就，代表性不足的工程专业学生坚持在轨道工程研究生课程和未来的教师职位在高等教育的因素。该项目计划采用各种循证干预措施，这些措施已成功用于支持学生实现其职业目标。该项目将确定基于群体的指导和安全空间队列建设是否有助于低收入，高成就，分析从教学不同人群课程中收集的评估数据，以促进有关如何培养社会正义教育者的知识。此外，该项目将探索播客作为学者自我表达的一种方式的潜力，并探索他们在追求教师职业生涯的兴趣和信心。最后，该项目将研究是否在ERMP的结果积极的指导关系，专业身份，研究和学术技能，并在追求教师职业的信心参与。该项目的成果将通过在地方和国家会议上的演讲、在工程教育期刊上的出版物、一个以队列活动为特色的网站以及针对高中生的播客节目来传播。该项目由NSF的科学，技术，工程和数学奖学金计划资助，该计划旨在增加低收入学术人才的数量，这些学生表现出经济需求，并获得STEM领域的学位。它还旨在改善未来STEM工作者的教育，并产生关于低收入学生的学术成功，保留，转移，毕业和学术/职业道路的知识。该奖项反映了NSF的法定使命，并通过使用基金会的智力价值和更广泛的影响审查标准进行评估，被认为值得支持。