Preparation of Female and Minority PhD and Post-Docs for Careers in Engineering Academia (Experience)
- Conference
- Location
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Minneapolis, MN
- Publication Date
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August 23, 2022
- Start Date
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June 26, 2022
- End Date
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June 29, 2022
- Conference Session
- Page Count
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20
- DOI
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10.18260/1-2--40880
- Permanent URL
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https://peer.asee.org/40880
- Download Count
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490
Paper Authors
Nidaa Makki
Nidaa Makki is a Professor in the LeBron James Family Foundation School of Education at the University of Akron, with expertise in STEM Education. She has served as co-PI on several NSF projects, investigating STEM education interventions at the K-12 and undergraduate levels. She also has expertise as program evaluator for various STEM education programs, and has led teacher professional development in Physics Modeling, Engineering Education, and Problem Based Learning. Her research interests include teacher learning and practices in science education, engineering education, and student learning and motivation for STEM.
Teresa Cutright The University of Akron
Dr. Cutright is a Professor of Civil Engineering at The University of Akron. She has a B.S., M.S., and Ph.D. in Chemical Engineering with emphasis on environmental remediation techniques with over 25 years of experience conducting site assessments, soil characterizations and treatability studies for a variety of environmental contaminants. In addition she also conducts education research via an EPA education grant and three NSF Scholarships for STEM education grants. She and her colleagues were awarded a NSF collaborative research grant to host workshops to broaden the participation of underrepresented minorities that in engineering.
Linda Coats Mississippi State University
Dr. Linda T. Coats is a professor in the Department of Educational Leadership at Mississippi State University. Since joining the University faculty, Professor Coats has taught courses in curriculum development, teacher preparation, social justice, research, leadership, and writing. She has managed three NSF-funded projects as Project Investigator with a STEM education focus and has served as co-PI for two NSF-funded projects with an engineering focus. Professor Coats’ perspectives about teaching, learning, leadership, and life have been molded by a confluence of historical, social, and political forces. Professor Coats’ research interest is rooted in her desire to contribute to the national dialogue about ways to improve teaching and learning. Approaching this quest through the lens of multicultural education, Dr. Coats’ research spotlights African Americans— students and teachers. Her research provides insight into ways classroom teaching might be improved to facilitate greater learning for African Americans and other ethnic minority students. Her research bridges two of the most vital elements in achieving success in a global technological world, teacher education and STEM— STEM education with emphasis on culturally responsive teaching. Professor Coats has worked with students and teachers at every educational level—elementary level to doctoral level. Her research has been published in journals such as American Education Research Journal, Teachers College Record, and The Journal of Negro Education. Professor Coats holds degrees from Mississippi State University and Jackson State University.
Rebecca Willits Northeastern University
Tonya Stone Mississippi State University
Prof. Stone is an Associate Professor of Mechanical Engineering at Mississippi State University.
Lakiesha Williams
Associate Professor in Biomedical Engineering at the University of Florida
Debora Rodrigues University of Houston
Rodrigues is the Ezekiel Cullen Professor at the University of Houston in the Civil and Environment Engineering Department. Dr. Rodrigues received her BS and MS in Biology and Microbiology, respectively, from the University of Sao Paulo, Brazil, and her Ph.D. in Microbiology and Molecular Genetics from Michigan State University in 2007. She was a postdoctoral associate in the Environmental Engineering Program in the Chemical Engineering Department at Yale University from 2007 to 2010. Dr. Rodrigues has authored more than 100 peer-reviewed journal articles in the field of environmental microbiology and engineering with more than 7753 citations. She is an associate editor for the npj Clean Water Journal (Nature publishing group) and the Journal of Hazardous Materials (Elsevier). She is also currently the President-elect of the AEESP organization (Association of Environmental Engineering and Science Professors). She is also currently a fellow from the International Association of Advanced Materials (IAAM).
Abstract
Improving undergraduate STEM teaching for diverse students is dependent to some extent on increasing the representation of Black, Indigenous and People of Color (BIPOC) and women in the ranks of faculty in engineering departments. However, new faculty members, whether they had postdoctoral training or not, report that they were not adequately prepared for academia. To address this need, a professional development program was developed for underrepresented populations and women doctoral and postdoctoral students, which focused on various strategies to be successful in teaching, research and service aspects of academic positions. The program included an intensive two-week summer session, with follow-up mentoring activities during the academic year, and was conducted with three cohorts of fellows recruited from across the country.
To evaluate the impact of the program on the participants’ perceptions of their preparation for academic careers, a follow up survey was sent to the three cohorts of participants (n=61), and responses were received from 37 of them. The survey asked participants to reflect on areas that they felt most prepared for in their academic positions, and areas of their jobs that they felt least prepared for. The survey also asked respondents to discuss additional support they would have liked to have been provided with to better prepare them given their current positions (academic, industry, etc.). Results from the survey indicated that 92% of participants found the program prepared them for the responsibilities and expectations to succeed in academic positions. Over 90% agreed that the program prepared them for the application process for a tenure track search, and 89% agreed the program prepared them for the primary components of the startup package. In addition, participants reported that the program increased their preparation in developing teaching philosophy (100%), developing learning outcomes (97%), and using active learning strategies during teaching (91%). The majority agreed that the program helped prepare them to teach students with various cultural backgrounds, and to develop and use assessment strategies.
Participants were also asked to discuss the impact of the Covid 19 pandemic on their career trajectory, and most respondents reported being somewhat impacted (65%) to extremely impacted (29%). Participants reported few or no job openings, cancelations of interviews, delays in research which impacted the rate of completing degrees, and publications, which affected the participants’ application competitiveness. Furthermore, working from home and balancing family and academic responsibilities affected their productivity.
Based on the survey results, funds were secured to provide an additional day of professional training to cover any items not addressed during summer training, as well as any issues, challenges, or concerns they might have encountered while fulfilling their academic position. Thirty-three ACADEME fellows have indicated that they will participate in the new professional development to be held May 2022. Results from this analysis, and preliminary topics and outcomes of the supplemental activities are discussed. The findings contribute to the literature by increasing knowledge of specific challenges that new faculty encounter and can inform future efforts to support minorities and women in engineering doctoral programs.
Makki, N., & Cutright, T., & Coats, L., & Willits, R., & Stone, T., & Williams, L., & Rodrigues, D. (2022, August), Preparation of Female and Minority PhD and Post-Docs for Careers in Engineering Academia (Experience) Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--40880
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