Coaching toward the Professoriate: Race and Gender Conscious Mentoring for Black Doctoral Students in Engineering and Computing

在全国范围内，工程和计算专业的教师人数不足，在流行和科学文献中，有许多解释来解释这种短缺。多年来，已经创建了大量的战略，倡议和计划，以解决工程教授日益扩大的参与挑战，但已经取得了最小的可见收益。该项目与美国国家科学基金会的长期兴趣密切相关，即增加工程和计算专业中代表性不足的教师人数。通过执行这一项目，调查人员预计，将有一个黑色的工程和社会科学家教师谁是受过训练，担任教练和导师的学者从代表性不足的群体在关键的，前教师的职业生涯阶段的数量增加;在不同的博士和博士后学者谁成为工程和计算教师就业的数量增加;和提高黑人工程和计算教师的成功率通过终身职位的过程。作为增加进入工程教授职位的代表性不足群体的数量的方式，该项目的计划包括以下内容：（1）为未来工程学院的教练指导开发有效的材料。(2)招募并训练现任工程及社会科学终身教职员担任导师。（3）推行以导师制为基础的导师制。(4)实施一项计划，在项目资金之外维持以辅导为基础的指导。(5)实施一项计划，在项目资金之外维持以辅导为基础的指导。(6)协调和评估基于辅导的指导。在实践社区（CoP）和社会认知职业理论（SCCT）的理论和科学文献的指导下，调查人员概述了一个全面的项目，以开发和实施基于教练的指导计划，以加强工程和计算教授多元化的方法，并开发方法来教授和培训终身工程和社会科学教师有效的指导技能。对于这个项目，研究人员计划将这种指导干预扩展到40名工程和计算领域代表性不足的博士和博士后学者，特别关注那些有兴趣追求教职的人。此外，该计划还包括外部评估人员的服务，该评估人员将从所有关键项目利益相关者（例如，教练、学员、博士后经理、研究生和研究人员。这个项目是及时的，可能有助于提高工程的成功成果，在教授和博士课程。

Across the nation, there is a dearth of underrepresented faculty in engineering and computing, and many explanations have been presented to explain the shortages in popular and scientific literature. Over the years, a plethora of strategies, initiatives, and programs have been created to address the broadening participation challenges in the engineering professoriate, but minimum visible gains have been achieved. This project is closely aligned with a long-standing interest of the National Science Foundation to increase the number of underrepresented faculty in the engineering and computing professoriate. By executing this project, the investigators expect that there will be an increase the number of Black engineering and social scientist faculty who are trained to serve as coaches and mentors for scholars from underrepresented groups at the crucial, pre-faculty career stage; increase in the number of diverse doctoral and postdoctoral scholars who become employed as engineering and computing faculty; and improvement of the success rate of Black engineering and computing faculty through the tenure process. As way of increasing the number of underrepresented groups who enter the engineering professoriate, the project's plan comprised the following: (1) Developing effective materials for coaching-based mentorship of future engineering faculty.(2) Recruiting and training current tenured faculty in engineering and social science to serve as coaches (3) Implementing the coaching-based mentorship. (4) Implementing a plan to sustain the coaching-based mentorship beyond the project funding.(5) Implementing a plan to sustain the coaching-based mentorship beyond the project funding.(6) Coordinating and assessing the coaching-based mentorship. Guided by the theoretical and scientific literature on Communities of Practice (CoP) and Social Cognitive Career Theory (SCCT), the investigators outlined a comprehensive project to develop and implement a coaching-based mentoring program to enhance approaches to diversify the engineering and computing professoriate and to develop methods to teach and train tenured engineering and social science faculty effective mentoring skills. For this project, the investigators plan to extend this mentoring intervention to 40 underrepresented doctoral and postdoctoral scholars in engineering and computing, with a particular focus on those who are interested in pursuing faculty positions. Additionally, the plan includes the services of an external evaluator, who will execute multi-level, multi-phased, mixed methods data collections from all the key project stakeholders (e.g., coaches, mentees, postdoctoral manager, graduate students, and the investigators. This project is timely and likely to help improve engineering success outcomes in the professoriate and doctoral programs.