Future Faculty Workshop: Grooming Diverse Leaders for the Future, Summers of 2016-2018

非技术描述：美国技术和社会进步的一个主要挑战是有效地利用我们在科学和工程方面的多样化人才和人力资源。如果不培养下一代具有不同社会、经济、种族背景和性别的人才，美国在技术上的竞争力就会下降。尽管为解决这一问题开展了许多活动，但代表性不足的群体的参与程度仍然很低，这仍然是一个主要障碍。在该项目中，创建了一系列为期两天的未来教师研讨会（FFW），以更好地帮助代表性不足的科学家（少数民族，妇女，残疾人，第一代大学生等）。竞争，并获得，在化学，化学工程，材料科学与工程，生物材料，高分子科学和软材料物理领域的教师职位。FFW正在解决增加学术多样性的两个关键因素。首先，FFW旨在提供信息和知识内容，以减少知识差距，提高在积极学习和高度参与的研讨会环境中迈向教授之旅的信心。第二，通过将学生/博士后与积极投入的研究导师配对，形成可持续和高效的导师-学员和学员-学员网络，以发展长期的职业关系。基于结果的FFW框架，以及详细的评估协议和指标，预计将作为科学和工程所有领域的后续工作和最佳实践的蓝图。作为一项长期利益，增加科学和工程学术领域中代表性不足群体的比例是提高未来科学和工程劳动力总体多样性的最具变革性和最有效的机制之一。技术优势：三个为期两天的未来教师研讨会（每年夏天一次）旨在指导对材料科学和工程感兴趣的高年级研究生和博士后研究人员，特别是软材料和生物材料。讲习班的一个关键目标是更好地使代表性不足的科学家（少数民族、妇女、第一代大学生、残疾人等）竞争，并获得软材料研究助理教授的职位。此外，预计这些讲习班将成为材料科学和工程所有领域随后努力的蓝图。这一努力是必要的，因为增加科学和工程学术领域代表性不足的群体的比例是提高未来科学和工程劳动力总体多样性的最有效机制之一。因此，这里的研讨会解决了几个必要的方面的道路上走向助理教授，如创建长期和可持续的导师网络，传播教授过程的“书面”和“不成文”的规则，提供反馈学员提出的研究课题，并灌输在导航应用程序的信心。每年夏天举办约45-50名学员和15-20名导师，研讨会为学员提供学术道路上的信息，通过（i）描述学术道路沿着步骤的重要讨论互动，（ii）选择跨学科研究新兴领域的教师研究讲座，（iii）许多网络会议，以及（iv）主动学习（学生/博士后助理主导）演示和角色扮演的应用程序，面试和工作场所的场景。一个逻辑模型平台、研讨会前后的调查、长期的后续调查问卷和独立的研讨会观察员为研讨会的动态和适应性框架增添了新的内容，并允许在三年期及以后进行详细的评估和改进。

NON-TECHNICAL DESCRIPTION: A major challenge to American technological and societal advancement is to effectively harness our diverse talent and human resources in science and engineering. Without developing a future generation of talented individuals from a range of social, economic, and racial backgrounds and genders, the United States will become less technologically competitive. Despite the numerous activities that attempt to address this issue, the continued and disproportionally low engagement of underrepresented groups remains a major hurdle. In this project, a series of two-day Future Faculty Workshops (FFWs) have been created to better enable underrepresented scientists (minorities, women, persons with disabilities, first-generation college students, etc.) to compete for, and obtain, faculty positions in areas related to Chemistry, Chemical Engineering, Materials Science and Engineering, Biomaterials, Polymer Science and Soft Materials Physics. The FFW is tackling two factors that are key to adding academic diversity. First, the FFW is designed to provide information and intellectual content to reduce the knowledge gap and improve confidence in the journey toward professorship in an active-learning and highly-engaging workshop environment. Second, sustainable and highly productive mentor-mentee and mentee-mentee networks are formed by pairing students/postdoctoral associates with active and invested research mentors to develop career-long relationships. The outcome-based FFW framework, as well as the detailed assessment protocols and metrics, are expected to serve as a blueprint for subsequent efforts and best practices in all areas of science and engineering. As a long-term benefit, the act of increasing the proportion of underrepresented groups in the science and engineering academic realm is one of the most transformational and effective mechanisms for enhancing overall diversity in the future science and engineering workforce.TECHNICAL DETAILS: Three two-day Future Faculty Workshops (one each summer) are designed to mentor a diverse cadre of senior graduate students and postdoctoral researchers with an interest in materials science and engineering, specifically soft materials and biomaterials. A key goal of the workshops is to better enable underrepresented scientists (minorities, women, first-generation college students, persons with disabilities, etc.) to compete for, and obtain, assistant professor faculty positions in soft materials research. Additionally, the workshops are expected to serve as a blueprint for subsequent efforts in all areas of materials science and engineering. This effort is necessary because increasing the proportion of underrepresented groups in the science and engineering academic realm is one of the most effective mechanisms for enhancing overall diversity in the future science and engineering workforce. Thus, the workshops herein address several necessary aspects on the road toward assistant professorship, such as creating long-term and sustainable mentor networks, disseminating the "written" and "unwritten" rules of the professorship process, providing feedback on mentee proposed research topics, and instilling confidence in navigating the application process. Hosting approximately 45-50 mentees and 15-20 mentors per summer, the workshops provide the mentees with information on the path to academia through (i) significant discussion-based interactions describing the steps along the academic pathway, (ii) select faculty research lectures in emerging areas of interdisciplinary research, (iii) numerous networking sessions, and (iv) active-learning (student/postdoctoral associate-led) presentations and role-playing of application, interview, and workplace scenarios. A logic model platform, pre- and post-workshop surveys, longer-term follow-up questionnaires, and independent workshop observers add to the dynamic and adaptable framework of the workshops and permit detailed assessment and refinement during the 3-year period and beyond.