Design and Development: Workshop Proposal for Emerging Engineering Educators Making Academic Change Happen (E3 MACH)

新兴的工程教育工作者，包括接近完成博士工作的研究生，以及刚刚进入各自领域的助理教授，在他们开始职业生涯时面临着特定的挑战。正如最近的工程职位广告所显示的那样，工程系正在寻找新的工程教育工作者，他们可以为校园带来创新，从设计新课程到介绍和评估新的课程。在许多情况下，新兴的工程教育工作者还没有准备好在更高的机构层面上实施变革。典型的研究生教育侧重于获得学科研究的能力，它不准备新兴的工程教育工作者理解学术环境和由此产生的文化，价值体系和限制。因此，许多新兴的工程教育工作者并不觉得自己有能力或有能力实施学术变革。此外，成功的变革推动者需要技能，例如，战略思维，获得认同，并建立战略伙伴关系，这不是传统的新兴教育经验的一部分。变革策略在其他学科的文献中有很好的记载，例如组织心理学和行为学，但还没有以严格，可访问的方式纳入STEM教育的对话中。“新兴工程教育工作者使学术变革发生”研讨会填补了新兴工程教育工作者的需要，以研究为基础的技能发展和援助，在创建一个计划的变化。通过针对特定主题的工作会议（例如伙伴关系发展，产生买入，机构背景和身份发现），参与者了解不同类型的学术机构背景和价值体系，他们的专业身份与文化背景和变革过程的相互作用，以及研究证明的战略，使大规模变革发生在不同类型的学术机构。新兴的工程教育工作者谁设想自己作为变革代理人应该努力采用的处置和技能的变革代理人。本次研讨会将帮助这些教育工作者开始他们的道路上工程教育创新者谁更有可能积极影响他们的部门和计划。该研讨会涵盖了一些主题，如：培养同事的同盟社区，使校园发生变化。多样化的实践活动的结构，使参与者能够更好地了解个人和专业身份的发展与既定的学术价值体系和机构环境，并确定其个人学术环境的独特机会和限制，以制定战略，扩大和实施学术变革的愿景。通过培养这些技能和心态的发展，在必须领导变革努力的人，这个研讨会促进了STEM高等教育的有意义的变化。让新兴的工程教育工作者参与研讨会，突出了在职业生涯早期发展变革技能的重要性。作为这项研究的一部分，新兴的工程教育工作者将接受采访，了解他们目前或未来的变革项目，并将为他们的变革活动提供导师和支持。导师制将在研讨会结束后继续，参与者的项目进展将被跟踪，因为他们实施了他们在研讨会期间学到的MACH变革战略。该奖项反映了NSF的法定使命，并通过使用基金会的知识价值和更广泛的影响审查标准进行评估，被认为值得支持。

Emerging engineering educators, including graduate students close to completion of their doctoral work, and assistant professors who are just entering their fields, face specific challenges as they begin their careers. As recent advertisements for engineering positions suggest, engineering departments seek out new engineering educators who can bring innovation to their campuses, from designing new programs to introducing and assessing new pedagogies. In many cases, emerging engineering educators are not ready to enact change at higher, institutional levels. A typical graduate education focuses on acquiring competence in disciplinary research and it does not prepare emerging engineering educators to comprehend the academic environments and resulting cultures, value systems and constraints. As a result, many emerging engineering educators do not feel empowered or capable of implementing academic change. Furthermore, successful change agents require skills, such as, for example, strategic thinking, obtaining buy-in, and creating strategic partnerships, that are not a part of conventional emerging educator experiences. Change strategies have been well documented in the literature of other disciplines, such as organizational psychology and behavior, but have not been brought into the conversation within STEM education in a rigorous, accessible way. The "Emerging Engineering Educators Making Academic Change Happen" workshop fills the need of emerging engineering educators for research-based skills development and assistance in creating a plan for change. Through targeted working sessions on specific topics (e.g. partnership development, generating buy-in, institutional context, and identity discovery), participants learn about different types of academic institutional contexts and value systems, the interplay of their professional identity with cultural contexts and the change-making process, and research-proven strategies for making large scale change happen at different types of academic institutions. Emerging engineering educators who envision themselves as change agents should work to adopt the disposition and skills of a change agent. This workshop will help these educators start on their path as engineering education innovators who are more likely to positively impact their departments and programs. The workshop covers a number of themes, such as: Cultivating an Allied Community of Colleagues and Making Change Happen on Campus. Diverse hands-on activities are structured to enable participants to better understand the development of personal and professional identities with the established academic value systems and institutional contexts, and identify the unique opportunities and constraints of their individual academic environments to develop strategies for expanding and implementing visions of academic change. By fostering the development of these skills and mindsets in the very people who must lead change efforts, this workshop promotes meaningful change in STEM higher education. Engaging emerging engineering educators in the workshop highlights the importance of developing change skills early in their careers. As part of this research, emerging engineering educators will be interviewed about their current or future change projects and will be provided with mentors and support for their change activities. Mentorship will continue after the workshop is over and the participants' progress on their projects will be tracked as they implement the MACH change strategies they learned during the workshop.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.