Mentoring for Engineering Academia II (07w5030)
As with the original workshop, this one will have two primary goals:
(1) helping the participants be more effective both locally and globally
in improving the environment and diversity of faculty in engineering
and related disciplines, and
(2) producing a book distilling the ideas
generated at the workshop which will be useful to colleagues as well
as to review panels and visiting committees charged with evaluating
institutional progress and recommending potential improvements.
relevance and importance are amply illustrated by the pressing
national needs for trained technical talent and the implicit need for
enlarging the pool of trained, talented members of the profession.
The issues will remain timely until the population in the engineering
professions better reflects the population in general, as has happened in
biology, law, and medicine.
The primary objective of the workshop will be the development and
documentation of ideas on how to mentor students, colleagues, and
academic administrators on issues relating to academic careers in
engineering and related disciplines with an emphasis on issues
relating to women faculty in electrical engineering and computer
science. Specifically, the workshop participants will discuss,
distill, and document methods to
-mentor students on pursuing a successful academic career of
teaching, research, and leadership,
-mentor academic colleagues on (1) seeking genuinely open and fair
searches which actively seek and recruit a wide diversity of
applicants, (2) working for a supportive and cooperative environment
in which junior faculty can thrive and advance, (3) helping recently
tenured mid-career faculty plan the next stages of their career, and
(4) encouraging and assisting junior and mid-career faculty to
consider roles in academic adminstration.
-mentor academic administrators on providing adequate support for
individual students and student organizations
Unlike the first workshop, this workshop will invite faculty from
non PhD-granting institutions and undergraduate students. Such
institutions contribute to the pool of graduate students at the PhD-granting institutions and their faculty have a different perspective
both on their own career and on their preparation of students.
Each session will begin with a few short presentations to initiate
discussion. Most of the time will be spent in discussion with a
scribe taking notes and a session chair charged to produce a
collection of "bullets" of recommendations along with key discussion
points and suggestions for supporting evidence or research. As with
many review panels and visiting committees for institutions, the session
chairs and scribes will be charged with drafting a written document
capturing the highlights of the session. The final day of the
workshop will be devoted to refining the documents and merging them
into a single draft report. During the latter part of the meeting and
during subsequent months, the organizing committee will become an
editorial committee with the co-organizers as "editors-in-chief"
to prepare successive refinements of the document and circulate
it among all participants. The final document will be made freely
available on the web as both pdf and html files and, if funds can
be found, the final proceedings will be published as a paperback book
as was done for the first workshop.
If the proposal for a BIRS workshop is accepted, the co-organizers
and the organizing committee will seek funding from other sources to
provide travel support for participants who require it, especially
students and faculty from small schools with limited funding. Small
schools and schools which traditionally serve underrepresented
minorities will be given the highest priority for such travel funds.
Possible sources include the US NSF Broadening Participation in
Computing (BPC) Program and the US NSF Human Resources Development
(HRD) division, which administrates the PAESMEM program.