BPC-DP: BPC Education Hub: Resources and Research to Support Inclusive Mentoring and Teaching

有大量研究肯定了包容性学习环境和与教职员工的支持性关系对学生成功的关键重要性，特别是对计算机行业代表性不足的群体的学生。然而，教职员工和助教通常很少(如果有的话)接受关于他们与学生的互动如何支持或威胁公平的培训。缺乏资源和结构来培训个人的包容性教学和辅导做法，是推动扩大参与计算(BPC)努力的障碍。BPC教育中心将为教育工作者提供适当的培训，以提高他们在理解BPC的社会和结构障碍方面的知识和技能，目的是促进更具包容性的学习环境。该项目涉及计算机界的两个关键职位--教学助理(TA)和未来的教员(目前的研究生或博士后学者)，因为他们经常与学生接触，而且在招生热潮中他们的责任越来越大。该团队将对全国各地计算部门的BPC培训进行横向研究，衡量BPC培训干预措施的有效性，并检查助教和未来教师对他们通过指导和教学实践培养包容性学习环境的方法、认同和自我效能的态度。通过这些干预措施，该项目有可能培养一批变革推动者，他们将为所有计算专业的学生塑造当前和未来的学习环境。首先，它旨在了解计算机部门的BPC培训情况，并确定将BPC教育制度化的障碍和机会。其次，它将评估三种干预措施的效果：现有的助教培训讲习班，现有的助教培训课程，以及为未来教师开设的新课程。最后，第三个目标是调查助教和未来教师对他们通过指导和教学实践培养包容性学习环境的方法、认同和自我效能感的态度。总体而言，该项目将修订、研究和传播助教和未来教师培训的内容，以创建一种多管齐下的BPC教育方法，以扩大包容性指导和教学。该项目将促进几个关键领域的知识：(1)了解BPC培训的情况，并确定BPC教育的机构机会和障碍，(2)评估培训助教和未来教师的课程和交付机制，以及(3)检查对BPC教育的态度和自我效能。该奖项反映了NSF的法定使命，并通过使用基金会的智力优势和更广泛的影响审查标准进行评估，被认为值得支持。

There is a wealth of research affirming the critical importance of inclusive learning environments and supportive relationships with faculty on student success, particularly for students from groups underrepresented in computing. However, faculty members and teaching assistants often receive little, if any, training on how their interactions with students may support or threaten equity. The lack of resources and structures to train individuals in inclusive teaching and mentoring practices is a barrier to advancing Broadening Participation in Computing (BPC) efforts. BPC Education Hub will equip educators with the appropriate training to advance their knowledge and skills in understanding social and structural barriers to BPC with the aim of fostering more inclusive learning environments. The project addresses two critical positions within the computing community—teaching assistants (TAs) and prospective faculty members (current graduate students or postdoctoral scholars) because of their regular contact with students and their increasing responsibilities amidst the rising enrollment boom. The team will develop a landscape study of BPC training in computing departments across the country, measure the effectiveness of BPC training interventions, and examine attitudes of TAs and prospective faculty regarding their approach, buy-in, and self-efficacy to cultivate inclusive learning environments through mentoring and teaching practices. Through these interventions, the project has the potential to train a cadre of change agents who will shape current and future learning environments for all computing students.This BPC Demonstration Project has three primary aims. First, it aims to understand the landscape of BPC training in computing departments and to identify barriers and opportunities for institutionalizing BPC education. Second, it will evaluate the efficacy of three interventions: an existing TA training workshop, an existing TA Training course, and a new course for prospective faculty. Lastly, the third aim is to examine attitudes of TAs and prospective faculty regarding their approach, buy-in, and self-efficacy to cultivate inclusive learning environments through mentoring and teaching practices. Collectively, the project will revise, research, and disseminate content for TA and prospective faculty training to create a multi-pronged approach to BPC education to expand inclusive mentoring and teaching. The project will advance knowledge in several key areas: (1) understanding the landscape for BPC training and identifying institutional opportunities and barriers to BPC education, (2) evaluating curriculum and delivery mechanisms for training TAs and prospective faculty, and (3) examining attitudes and self-efficacy regarding BPC 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.