A Proposal to Conduct the HBCU0UP Leadership Institute

少数民族素质教育（QEM）网络正在为30名在传统黑人学院和大学（hbcu）获得HBCU-UP实施奖的STEM学科助理教授开展一个HBCU-UP领导力发展研究所（LDI）。该项目的目标是：(1)提高这些机构中来自代表性不足的少数群体的STEM初级教师的领导能力和研究能力；(2)在hbcu建立一个新兴STEM领导者社区。HBCU-UP LDI由四届会议组成，为期一年。LDI是一项教师专业发展计划，旨在培养和促进参与者的学术领导力。课程包括：2009年为期五天的夏季课程；2010年为期两天的冬季会议；在nsf资助的研究中心进行为期十周的夏季研究；并在2010年举行为期五天的夏季会议。智力成就：ldi课程侧重于自我评估；有效领导的特征；时间管理策略；谈判技巧;学术生产力;提案准备和评估；良好的口头和书面沟通能力。其他强调的主题包括团队建设、研究与教育的整合、指导以及STEM学生的专业发展。每个HBCU-UP LDI成员都会收到关于准备个人领导力发展计划（ILDP）的指导，以评估和指导他/她在学院期间和之后的领导力活动。每个成员还制定一份STEM或STEM教育研究计划，并确定一个项目的潜在资金来源，该项目将在他/她的校园实施，他/她将担任首席研究员/项目主任。IDLP包括短期和长期目标，并要求参与者在nsf支持的研究中心进行校外暑期研究活动。在会议之间，通过项目促进持续的沟通。基于网络的电子社区。项目建立在QEM上？在为STEM教师举办由三部分组成的领导力发展学院的经验？根据QEM在美国国家科学基金会资助的科学技术中心（STCs）安排STEM教师担任夏季研究职位所获得的见解，QEM在部落学院和大学计划（TCUP）中增加了夏季研究职位，作为第四个主要组成部分。该项目增加了关于在hbcu加强STEM教育和研究的有效性的新知识，这种方法可以促进教师的专业发展。更广泛的影响HBCU-UP LDI提高了未被充分代表的STEM教师骨干的技能，他们是hbcu新兴领导者社区的一部分。HBCU-UP LDI的参与者通过在专业会议上的演讲、使用专门的网站和列表服务，以及促进将STEM教育和研究结合起来的校园努力，与他们所在机构的其他STEM教师和校园外的同事分享通过该研究所获得的知识和经验。参与者可以更好地帮助他们的机构获得外部研究支持，包括为学生提供以校园为基础的本科生研究机会。在LDI持续时间之后，参与者的努力将为维持和加强他们所代表的HBCUS的STEM研究和教育基础设施提供基础。

ABSTRACT HRD 0917335The Quality Education for Minorities (QEM) Network is conducting an HBCU-UP Leadership Development Institute (LDI) for a cohort of 30 assistant professors in STEM disciplines at Historically Black Colleges and Universities (HBCUs) with HBCU-UP Implementation Awards. The goals of the project are to: (1) enhance the leadership and research capabilities of STEM junior faculty from underrepresented minority groups at these institutions; and (2) build a community of emerging leaders in STEM at HBCUs.The HBCU-UP LDI consists of four sessions held over a one-year period. LDI is a faculty professional development initiative designed to foster and promote enhanced academic leadership among the participants. The sessions include: a five-day summer session in 2009; a two-day winter session in 2010; a ten-week summer research appointment at an NSF-supported research center; and a concluding five-day summer session in 2010.INTELLECTUAL MERITLDI Sessions focus on self-assessment; the characteristics of effective leadership; time management strategies; negotiating skills; scholarly productivity; proposal preparation and evaluation; and effective oral and written communication skills. Other topics emphasized include team building, the integration of research and education, mentoring, and the professional development of STEM students.Each HBCU-UP LDI member receives guidance on the preparation of an Individual Leadership Development Plan (ILDP) to assess and guide his/her leadership activities during and following the Institute. Each member also develops a STEM or STEM education research proposal and identifies potential funding sources for a project to be implemented on his/her campus for which he/she would serve as principal investigator/project director. The IDLP includes short and long-term goals andinvolves participants in an off-campus summer research activity at an NSF-supported research center. Between sessions, ongoing communication is facilitated through the project?s web-based electronic community.The project builds on QEM?s experience in conducting three-part Leadership Development Institutes for STEM faculty at grantees in the Foundation?s Tribal Colleges and Universities Program (TCUP) and adds the summer research appointment as a fourth major component, based upon insight gained by QEM in the placement of STEM faculty in summer research positions at NSF-funded Science and Technology Centers (STCs). The project adds new knowledge about the effectiveness in enhancing STEM education and research at HBCUs of this approach to faculty professional development.BROADER IMPACTSThe HBCU-UP LDI enhances the skills of a cadre of underrepresented STEM faculty who are part of a community of emerging leaders at HBCUs. The HBCU-UP LDI participants share the knowledge and experience gained through the Institute with other STEM faculty at their institutions and with colleagues beyond their campuses through presentations at professional meetings, use of a dedicated website and a listserv, and the promotion of campus efforts that combine STEM education and research. Participants are in a better position to assist their institutions in securing external support for research, including campus-based undergraduate research opportunities for students. Beyond the duration of the LDI, the efforts of participants will provide a foundation for sustaining and strengthening the STEM research and education infrastructure at the HBCUS they represent.