Collaborative Research: Career development: from senior undergraduates to navigating assistant professorship

这个工程教育研究项目正在三个合作机构(阿克伦大学、休斯顿大学和密西西比州立大学)的每一个合作机构实施一系列为期一天的研讨会，由PI团队领导，每个机构都有教员。讲习班的目标是增加完成工程学研究生学位并追求学术生涯的人数不足的工程学学生人数。预计每个讲习班将有大约200名学生参加，其中将讨论以下主题：教师职业生涯、时间管理、STEM教学科学、适应文化的教学、辅导/职业指导和研究生教育。这项拟议的活动如果成功，将增进我们在招聘和培训教师职业生涯中代表性不足的研究生方面的最佳做法的知识。这个项目的更广泛的意义和重要性在于，它旨在让工程学学生将工程学教师职业视为一种可行的职业选择。通过这些讲习班提供的准备，那些选择加入工程学教员行列的人的成功潜力将通过对成功实践的了解而得到加强。通过让研讨会参与者接触到文化响应式教学的概念，这个项目将导致工程学教师在他们的课堂上实践包容性教学。这反过来又有可能影响大量的本科生，改善他们的教育环境，以促进更好的学习结果。该项目与NSF的战略目标重叠，即与学术机构合作，寻求提高其教职员工和学生的能力，分享学习，并扩大侧重于扩大参与的有效实践。此外，国家科学基金会重视并促进使用探究式教学实践，以提高国家-S吸引和留住STEM领域学生的能力，包括来自代表性不足的群体和机构的学生。

This engineering education research project is implementing a series of one day workshops at each of the three partner institutions (The University of Akron, The University of Houston, and Mississippi State University), led by the PI team with faculty from each institution. The goal of the workshops is to increase the numbers of underrepresented engineering students who complete graduate degrees in engineering and pursue academic careers. It is expected that approximately 200 students will attend each workshop which will include discussion of the following topics: faculty careers, time management, the science of STEM teaching, culturally responsive teaching, mentoring/career coaching and graduate education. The proposed activity, if successful, will advance our knowledge of best practices in the recruitment and training of underrepresented graduate students for faculty careers.The broader significance and importance of this project is in its intent to have engineering students view the engineering faculty profession as a viable career alternative. With the preparation provided through these workshops, the potential for success of those that choose to join the engineering faculty ranks will be strengthened through knowledge of successful practices. By exposing workshop participants to the concept of culturally responsive teaching, this project will result in engineering faculty who practice inclusive pedagogies in their classrooms. This, in turn has the potential to impact large numbers of undergraduate students, improving their educational environment to facilitate improved learning outcomes.This project overlaps with NSF's strategic goals of working with academic institutions seeking to enhance capability for their faculty and students, sharing learning and expanding effective practices focused on broadening participation. Additionally, NSF values and promotes the use of inquiry-based instructional practices that improve the nation?s capacity to draw in and retain students in STEM fields, including students from underrepresented groups and institutions.