AGEP Post-Doctoral Engineering Education Researchers (AGEP PEERs)

National Academy Of Sciences, Washington DC

Investigators

Abstract

AGEP Post-doctoral Engineering Education Researchers (AGEP PEERs) Under the terms of Master Agreement No. 0239565 for unsolicited proposals, the National Academy of Sciences requests funds to support four (4) Alliances for Graduate Education and the Professoriate (AGEP) alumni per year over a three-year period as post-doctoral fellows in further preparation for their practice of engineering education research as faculty members at the Nation.s leading universities. These AGEP alumni will be referred to as AGEP Post-doctoral Engineering Education Researchers (AGEP PEERs) and will contribute to the production of faculty peers of unquestioned excellence in the multiple forms of scholarship required for faculty for the 21st Century. The work will be performed by the Center for the Advancement of Scholarship on Engineering Education of the National Academy of Engineering. The outcomes of this effort will be 1. Identification and placement of 12 AGEP alumni at engineering education research centers for 12-month post-doctoral research experiences focused on engineering education with expectation of resulting publication. 2. Attendance of an annual Fellows meeting by current and former AGEP PEERs to build community and leverage individual experiences. 3. Attendance of up to 3 additional professional meetings by each AGEP PEER to establish a presence in their professional community. Intellectual Merit This effort seeks to strengthen the human infrastructure and diversity of the professoriate by linking AGEP alumni with premier centers of engineering education research. This effort complements the disciplinary expertise AGEP fellows have developed within their doctoral program by building their skills in the scholarship of teaching and learning. Thus, this project advances the integration of research and education. Broader Impacts Successful completion of this project will contribute to the establishment of a cadre of new minority faculty well prepared for excellence in both research and education. Their skills will serve to inspire their peers as well as new generations of scholars from all groups and populations. Additionally, greater awareness of the rigor and applicability of education research by engineering faculty will contribute to more inclusive definitions of faculty scholarship and a beneficial modification of engineering faculty tenure and promotion systems.