Training Successful Trajectories: Interventions to Increase Minority Student and Future Engineering and Other STEM Faculty Application Success Rates

在所有STEM领域的博士级别，许多有色人种社区的代表性仍然明显不足；工程领域尤其难以在国内群体中增加种族和民族代表性。许多有色人种的博士申请者，他们在教育和经验方面都很合格，但在研究生院申请支持方面却得不到充分的服务，特别是在发展自我展示技能方面，这是赢得主要奖学金、获得研究生院录取和在他们的领域找到一个好职位所必需的。虽然在资源丰富的大学和学院中，代表性不足的学生可以获得招聘奖学金、准备讲习班和专业建议，以发展这种自我展示技能，但在没有人力和财政资源提供这种专业化培训的高等院校中，这些服务往往是缺乏的。如果没有这种支持，许多未被充分代表的博士生不太可能成功地获得奖学金，并获得完成研究生院的录取。这个资助项目的重点是通过提供代表性不足的本科生、研究生和博士后学者（他们都将成为未来的教师），在新兵训练营期间（以及在资源充足的大学和学院）提供的自我展示培训，并使用可衡量的结果来测试四种不同类型干预的有效性，从而解决这个问题。通过对代表性不足的学生进行研究和比较四种不同的干预措施，该项目具有巨大的潜力，可以扩大工程和其他STEM领域的参与，研究结果将为最有效地培训重要的专业发展技能提供实用的见解。在两年多的时间里，90名未被充分代表的学生，以及未来的教师（如博士后）和现任教师，将接受一流的培训。通过评估参与者的知识、他们的申请数量和他们的申请结果，调查人员将评估内容交付、咨询效果以及培训方法和材料的有效性。90名学员（LSAMP学生、博士后、教师等）参加完该项目后，将一同接受培训；这种培训将对他们整个职业生涯的职业轨迹产生积极影响。除了培养这些未来的领导者之外，该项目最重要的成果将是对研究成果的汇编、分析和传播，以便全国各地的未来项目将受益于研究哪种类型的培训内容和交付方法最成功地支持URM STEM学生（以及现任和未来的教师）申请研究生院、奖学金和助学金。

Many communities of color remain significantly underrepresented at the doctoral level in all STEM fields; the engineering fields are particularly difficult to increase racial and ethnic representation among domestic groups. Many doctoral applicants of color, who are otherwise well-qualified in education and experience, are underserved in the area of graduate school application support, specifically in the development of self-presentation skills necessary to win a major fellowship, gain admission to graduate school, and land a quality position in their field. While underrepresented students at well-resourced universities and colleges are offered recruitment for fellowships, preparation workshops, and professional advising to develop such self-presentation skills, these services are often lacking at institutions of higher learning that do not have the human and financial resources to offer such professionalization training. Without this support, many underrepresented doctoral students are less likely to be successful in securing a fellowship and are gaining admission to complete graduate school. This grant project focuses on remedying this issue by offering underrepresented undergraduate and graduate students, and postdoctoral scholars, who will all be future faculty, the kind of self-presentation training offered during that Boot Camp (and at well-resourced universities and colleges), and using measurable outcomes to test the efficacy of four different types of intervention.This project has immense potential broadening participation in engineering and other STEM field by studying and comparing four different interventions for underrepresented students, and the findings from the research study will provide practical insights into the most effective training of vital professional development skills. Over two years, ninety underrepresented students, along with future faculty (e.g., postdocs) and current faculty, will receive first-rate training. By assessing participant knowledge, their application numbers, and the results of their applications, the investigators will evaluate content delivery, consultation efficacy, and the effectiveness of training methods and materials. After participating in this program, the 90 trainees (e.g., LSAMP students, postdocs, and faculty) will take their training with them; this training will positively influence their professional trajectories throughout their careers. Beyond training these future leaders, the most important result of the project will be the compilation, analysis, and dissemination of the research findings to a broad audience, so that future programs across the country will have the benefit of research into which types of training content and delivery methods most successfully support URM STEM students (and current and future faculty) with applications to graduate school, fellowships, and grants.