BPC-DP: BPC Education Hub: Resources and Research to Support Inclusive Mentoring and Teaching

有大量的研究证实，包容性的学习环境和与教师的支持关系对学生的成功至关重要，特别是对于来自计算机领域代表性不足的群体的学生。然而，教职员工和助教在与学生的互动如何支持或威胁公平方面，往往很少接受培训。缺乏对个人进行包容性教学和指导实践培训的资源和结构是推进“扩大计算机参与”（BPC）努力的障碍。BPC教育中心将为教育工作者提供适当的培训，以提高他们的知识和技能，了解BPC的社会和结构障碍，以营造更包容的学习环境。该项目涉及计算机社区中的两个关键职位：助教（助教）和未来的教职员工（当前的研究生或博士后学者），因为他们经常与学生接触，并且在入学人数激增的情况下，他们的责任越来越大。该团队将对全国计算机部门的BPC培训进行景观研究，测量BPC培训干预措施的有效性，并检查助教和未来教师对他们的方法、参与和自我效能的态度，通过指导和教学实践培养包容性的学习环境。通过这些干预，该项目有潜力培养一批变革推动者，他们将为所有计算机专业的学生塑造当前和未来的学习环境。这个BPC示范项目有三个主要目标。首先，它旨在了解计算机部门的BPC培训情况，并确定BPC教育制度化的障碍和机会。其次，它将评估三种干预措施的有效性：现有的助教培训研讨会，现有的助教培训课程，以及为未来教师开设的新课程。最后，第三个目标是调查助教和未来教师对他们的方法、认同和自我效能的态度，通过指导和教学实践来培养包容性的学习环境。总的来说，该项目将修订、研究和传播助教和未来教师培训的内容，以创建一个多管齐下的BPC教育方法，以扩大包容性的指导和教学。该项目将促进几个关键领域的知识：(1)了解BPC培训的前景，并确定BPC教育的机构机会和障碍，(2)评估培训助教和未来教师的课程和提供机制，以及(3)调查对BPC教育的态度和自我效能。该奖项反映了美国国家科学基金会的法定使命，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。

There is a wealth of research affirming the critical importance of inclusive learning environments and supportive relationships with faculty on student success, particularly for students from groups underrepresented in computing. However, faculty members and teaching assistants often receive little, if any, training on how their interactions with students may support or threaten equity. The lack of resources and structures to train individuals in inclusive teaching and mentoring practices is a barrier to advancing Broadening Participation in Computing (BPC) efforts. BPC Education Hub will equip educators with the appropriate training to advance their knowledge and skills in understanding social and structural barriers to BPC with the aim of fostering more inclusive learning environments. The project addresses two critical positions within the computing community—teaching assistants (TAs) and prospective faculty members (current graduate students or postdoctoral scholars) because of their regular contact with students and their increasing responsibilities amidst the rising enrollment boom. The team will develop a landscape study of BPC training in computing departments across the country, measure the effectiveness of BPC training interventions, and examine attitudes of TAs and prospective faculty regarding their approach, buy-in, and self-efficacy to cultivate inclusive learning environments through mentoring and teaching practices. Through these interventions, the project has the potential to train a cadre of change agents who will shape current and future learning environments for all computing students.This BPC Demonstration Project has three primary aims. First, it aims to understand the landscape of BPC training in computing departments and to identify barriers and opportunities for institutionalizing BPC education. Second, it will evaluate the efficacy of three interventions: an existing TA training workshop, an existing TA Training course, and a new course for prospective faculty. Lastly, the third aim is to examine attitudes of TAs and prospective faculty regarding their approach, buy-in, and self-efficacy to cultivate inclusive learning environments through mentoring and teaching practices. Collectively, the project will revise, research, and disseminate content for TA and prospective faculty training to create a multi-pronged approach to BPC education to expand inclusive mentoring and teaching. The project will advance knowledge in several key areas: (1) understanding the landscape for BPC training and identifying institutional opportunities and barriers to BPC education, (2) evaluating curriculum and delivery mechanisms for training TAs and prospective faculty, and (3) examining attitudes and self-efficacy regarding BPC education.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.