2012 Academic Careers Workshop for Underrepresented Participants

得克萨斯A M公司提议举办职业指导讲习班，并评估其影响。指导活动是在教授成功晋升的关键，他们是特别需要在计算领域的代表性不足的教师。在大多数机构中，少数民族教师或残疾教师的人数很少，因此很难找到具有类似经历和背景的榜样和导师。为了解决这个问题，PI为代表性不足的参与者开发了一系列学术职业指导研讨会。该系列始于2005年，从2007年到2011年由NSF BPC拨款资助。学术职业指导研讨会系列针对来自以下代表性不足的群体的初级教师和高级研究生：非洲裔美国人，西班牙裔，美洲原住民和残疾人。研讨会将包括来自这些团体的高级教师，他们可以作为榜样，并为计算机学术生涯提供经过验证的策略。通过这一提议，PI要求资助继续和评估这些研讨会。研讨会将涵盖文化问题及其对主题的影响，例如启动研究计划，建立网络和导航终身教职过程。小组成员将被要求解决问题，如“保持一个人的身份”和“克服误解”，解决挫折独特的代表性不足的教师和潜在的教师（或高年级研究生）。例如，少数民族教师往往挣扎与维护一个人的文化的困境，鉴于启动一个研究计划所需的大量时间。此外，代表性不足的教师必须做出协调一致的努力，远远超出规范，找到出路，并支持类似种族的社区。这些问题可能导致幻灭，可能导致年轻教师选择学术界以外的其他职业机会。拟议的讲习班补充了现有的CRA-W讲习班和CRA讲习班，前者侧重于性别问题，后者不针对妇女或少数民族面临的问题。

Texas A&M proposes to run career mentoring workshops and assess their impact. Mentoring activities are critical for successful promotions in the professoriate, and they are particularly needed for underrepresented faculty in the field of computing. The number of minority faculty or faculty with disabilities at most institutions is very small, making it difficult to find role models and mentors with similar experiences and backgrounds. To address this problem, the PI has developed a series of Academic Career Mentoring Workshops for Underrepresented Participants. The series started in 2005 and has been funded by an NSF BPC grant from 2007 through 2011. The Academic Career Mentoring Workshop series targets junior faculty and senior graduate students from the following underrepresented groups: African American, Hispanic, Native American, and people with disabilities. The Workshops will include senior faculty from these groups that can serve as role models and present proven strategies for academic careers in computing. With this proposal, the PI requests funding to continue and to assess these workshops.The Workshops will cover cultural issues and their influence on topics such as starting a research program, networking, and navigating the tenure process. Panelists will be asked to address issues such as "Maintaining One's Identity" and "Overcoming Misconceptions," that address frustrations unique to underrepresented faculty and potential faculty (or senior graduate students). For example, ethnic minority faculty often struggle with the dilemma of maintaining one's culture given the significant time necessary to launch a research program. Further, underrepresented faculty must make a concerted effort, well beyond the norm, to find outlets and support communities of similar ethnicity. These problems can result in disillusionment that may result in young faculty choosing other career opportunities outside of academia. The proposed workshop complement the existing CRA-W Workshops, which focus on gender, and CRA Workshops, which do not target issues faced by women or ethnic minorities.