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1. Using Observational Learning Theory to Interpret How Engineering and Computer Science Faculty Learn to Mentor Postdoctoral Scholars

   Bahnson, M.; Berdanier, C. G.; Ross, M. (January 2022, ASEE annual conference exposition)

   In this research paper, we describe faculty development as mentors to postdoctoral fellows (postdocs). Postdoctoral fellowships have become a significant step in academic and industry positions, while little research investigates the purpose of a postdoc position, the experiences of postdocs, and how faculty develop as postdoc advisors. As part of a larger project investigating postdoc mentorship, nineteen semi-structured qualitative interviews with faculty advisors uncovered themes about how postdoc advisors learn to mentor and advise postdocs. Faculty from U.S. and Canadian universities completed 60-minute online interviews. Participants had varying experience and expertise in advising postdocs. Observational learning theory provides a framework for identifying the process of learning from observation and the replication of mentors’ past experiences. Open and axial coding was used to identify faculty experiences that informed how they mentored their postdoctoral fellows. Faculty who had completed a postdoc as part of their training reflected on their experiences, often identifying positive and negative experiences they used to guide, mentor, and plan the development of the postdocs they advise. Faculty who did not complete a postdoc used doctoral and industry experiences to inform their decisions. This work provides a unique window into postdoctoral training and 

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2. Exposing postdocs to multiple institutional types: a PROMISE-ing intervention to prepare biomedical faculty

   https://doi.org/10.3389/feduc.2024.1477538  

   Cresiski, Robin H; Ugarte, Fadel; Harris, LaKeisha; Clark, Jessica K (October 2024, Frontiers in Education)

   Bankston, Adriana (Ed.)

   Biomedical faculty positions require experience as a postdoctoral scholar (or “postdoc”). However, there is a current misalignment with postdoctoral training and workforce needs within higher education. The majority of postdocs are trained to be research faculty while completing fellowships at research-intensive universities, despite the fact that the majority of US higher educational institutions (where these postdocs may be employed) focus on undergraduate education. This leads to postdoctoral scholars not having the opportunity to gain exposure to different institutional types where they could be employed. Importantly, they also lack the opportunity to build a network or receive mentorship from faculty at non-R1 institutions. This may be particularly true of underrepresented scholars. In this brief report, we describe the practice of the NSF-funded PROMISE Academy Alliance to bridge this training gap and support greater preparation for faculty careers at an array of institutional types by leveraging collaboration within a state university system. A survey of PROMISE Academy Fellows about their structured experiences engaging with other campuses (e.g., campus tours, workshops, speaking opportunities) reveals that visits to other campuses within the state system are informative and impactful, both on their research and their employment interests. The positive findings can hopefully inspire easy-to-implement changes in postdoctoral support across other university systems or regional consortia. 

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3. (Mis)alignments between postdoctoral and supervisors' perceptions of mentorship competencies in engineering and computer science

   https://doi.org/10.1002/jee.20611  

   Bahnson, Matthew; Ross, Monique; Berdanier, Catherine (July 2024, Journal of Engineering Education)

   Abstract BackgroundPostdoctoral training holds an increasingly important place in preparation for leading academic and research positions. While little empirical research has described postdoctoral training beyond the sciences, across all fields, “misaligned expectations” are often touted as a key source of postdoctoral strife. Purpose/HypothesisThis article describes mentorship competency beliefs within engineering and computer science fields, which increasingly engage in postdoctoral training. Design/MethodAn embedded mixed‐methods design was used to quantitatively identify mentorship profiles from survey data using latent profile analysis (LPA) from a sample ofn = 118 postdoctoral scholars andn = 165 postdoctoral supervisors. Qualitative thematic analysis of interviews withn = 29 postdoctoral scholars andn = 20 postdoctoral supervisors was used to identify meaning in the differences between quantitative profiles. The combination of LPA with thematic analysis enabled the triangulation of distinct postdoctoral mentorship profile definitions. ResultsLPA identified six postdoctoral fellow profiles and four supervisor profiles, which became clearly definable through thematic analysis. Postdoc profiles included Technical Manager, Autonomy Focused Advisor, Stretched Mentor, Well‐Rounded Mentor, Exemplar Mentor, and Leader‐Mentor, while supervisor profiles included Autonomous Mentor, Reflective Mentor, Research Lab Mentor, and Confident Leader‐Mentor. Some of these are aligned, but several are not, giving insight into the phenomenon of “misaligned expectations” in postdoctoral literature. ConclusionsThe mentorship profiles illustrate the misalignment in expectations, which leads to negative mentorship experiences for many postdoctoral scholars. 

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4. Postdoctoral Fellowship Boosts Underrepresented Entrepreneurs

   Ivanitzki, T.; Johnson, R. (January 2021, Prism)

   Miller, E. (Ed.)

   On the list of racial and ethnic injustices requiring attention in the U.S., venture capital funding is probably not top-of-mind for many. But it is an area needing reform in order to diversify the leadership of companies fueling innovation in the country. Hispanic or Black entrepreneurs receive just 1 percent of venture capital, according to former administrator of the Small Business Administration Maria Contreras-Sweet. “Does anyone honestly believe these communities are the source of just 1 percent of our best business ideas?”. To expand overall entrepreneurship, accelerate innovation, and increase the participation of underrepresented groups in new startup research and high-tech entrepreneurship, the National Science Foundation selected ASEE to manage the Innovative Postdoctoral Entrepreneurial Research Fellowship (IPERF) program in 2019. The goals: emphasize the professional development of underrepresented research Fellows, advance best practices in postdoctoral programs, and expand the participation of underrepresented scholars in innovative research and technology entrepreneurship 

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5. The challenge of postdoc’ing in the US: Perspectives from international engineering postdoctoral scholars

   Mendez, S. L.; Watson, K.; Tygret, J. A. (November 2023, European Society for Engineering Education Annual Conference)

   An intrinsic case study explores the challenges shared by international engineering postdoctoral scholars working in the United States (US). Little research has been devoted to their experiences despite their stark increase in the postdoctoral labor force over the last decade. Semi-structured interviews were conducted with eight engineering postdoctoral scholars hailing from Canada, China, Colombia, Iran, Italy, and Thailand. Participant interviews were analyzed inductively and resulted in four themes: (1) Immigration concerns; (2) Strains to find a community; (3) Pressure to publish and secure funding; and (4) Inadequate career counseling. The identified themes could be particularly instructive to Ph.D. advisors outside the US whose students may pursue postdoctoral positions in the US, Ph.D. recipients, US postdoctoral advisors, and US college and university international offices. 

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