No Longer 'A Dream Deferred:' Greater Minority STEM Participation Through Academic Opportunity and Institutional Change

东北联盟研究生教育和教授（NEAGEP）将实施各种创新和行之有效的战略，用于招聘，录取，保留和准备在科学，技术，工程和数学（STEM）中代表性不足的少数民族研究生的教师职位。 在过去的五年里，五个联盟的教师开发和评估了其中一些策略。（马萨诸塞州阿默斯特大学、波士顿大学、马萨诸塞州理工学院、宾夕法尼亚州立大学和罗格斯大学、新泽西的州立大学）和五个合作伙伴（杰克逊州立大学、林肯大学、长岛大学、Medgar Evers学院和位于Mayaguez的波多黎各大学） 东北部的其他五所主要的赠地大学（康涅狄格大学、缅因州大学、新罕布什尔州大学、罗得岛大学和佛蒙特大学）将加入联盟，从而扩大和加强东北部大学全球伙伴关系。两个新的合作伙伴机构，班尼特学院，并在新的资助周期的第二年开始，Trinity学院，也将加入NEAGEP。 总之，新英格兰赠地大学为NEAGEP带来了6，000名教职员工的资源，每年赞助研究的5亿美元，与26个其他少数民族服务机构（主要是非洲裔美国人和西班牙裔）的联系，以及新英格兰北方不断增长的美洲原住民人口。在过去五年奠定的基础和获得的经验的基础上，这个扩大的联盟将更有效地协调努力，使研究生的兴趣和技能与广泛的研究生课程相匹配。它还将创造一个临界质量的少数民族研究生具有类似的研究兴趣。 为了解决国家短缺问题，增加代表性不足的STEM少数民族博士生的数量，NEAGEP提出了以下策略：招聘： (a)设计一个共同的补充NEAGEP应用程序;（B）促进多元化团队的教师参与;（c）修改夏季研究计划的做法;（d）继续秋季招聘周末;（e）确保多机构在国家会议上的存在;（f）邀请合作伙伴教师到联盟机构进行研究;（g）在合作伙伴机构举办合作伙伴科学日;招生：（a）启动快速反应联系;（B）让NEAGEP研究生项目主任参与;（c）扩大NEAGEP研究实习;（d）提供NEAGEP第一年和最后一年的研究助理;保留：（a）参加研究生院指导补助金竞赛;（B）提供指导讲习班;（c）建立指导网站;（d）在联盟机构之间轮流举办NEA日;未来的教师准备：（a）为代表性不足的少数民族STEM研究生和博士后研究员整合教学和研究准备;（B）提供职业咨询和就业援助。并非所有机构都将采取所有战略，但所有机构都将在每个领域开展一些活动，并参加跨部门的倡议，如：（a）建立全NEAGEP网络小组;（B）扩大NEAGEP办事处的结构和职能;（c）在全NEAGEP范围内分享招生信息;（d）在全NEAGEP范围内分享招生信息;（e）在全NEAGEP范围内分享招生信息;（f）在全NEAGEP范围内分享招生信息。（d）建立伙伴-联盟联合博士课程;（e）参与全联盟范围的综合评价。智力优势： 所提出的NEAGEP战略具有创新性和可转移性。 其基本原则是，它们是由学院驱动的，并得到政府的支持。 这些战略的实施将推动学术界的根本文化变革，并促进代表性不足的少数民族学生在STEM博士课程中取得成功。 先前的成功与联盟结构提供了活动的逻辑扩展到邻近的新英格兰赠地大学的动力。 通过将联盟活动扩展到这一群体，数百名代表性不足的少数族裔STEM学生和初任教师将受益。更广泛的影响：申请STEM学科研究生学习的美国公民人数不足以满足这些领域日益增长的国家需求。 今年全国申请STEM研究生课程的国际研究生人数减少了30%以上，这一事实加剧了这一问题。 如果美国要在世界舞台上保持竞争力，就需要增加美国STEM科学家的数量。该计划的根本和最重要的影响将是创造一个环境，使少数民族能够在美国的STEM学科取得成功，拟议的努力将导致成功招聘，录取和保留不同群体的研究生，并将鼓励这些学生追求职业生涯的教授。

The Northeast Alliance for Graduate Education and the Professoriate (NEAGEP) will implement a variety of innovative and proven strategies for the recruitment, admission, retention and preparation for faculty positions of underrepresented minority graduate students in science, technology, engineering and mathematics (STEM). For the past five years, a number of these strategies were developed and evaluated by the faculty at five Alliance (University of Massachusetts Amherst, Boston University, Massachusetts Institute of Technology, Pennsylvania State University and Rutgers, the State University of New Jersey) and five Partner (Jackson State University, Lincoln University, Long Island University, Medgar Evers College and the University of Puerto Rico at Mayaguez) Institutions. NEAGEP will be expanded and enhanced by the addition of the five other major land-grant universities in the Northeast (the Universities of Connecticut, Maine, New Hampshire, Rhode Island and Vermont) into the Alliance. Two new Partner Institutions, Bennett College and, beginning in the second year of the new funding cycle, Trinity College, will also join NEAGEP. Together, the New England Land-Grant Universities bring to NEAGEP the resources of 6,000 faculty members, a half-billion dollars in annual sponsored research, connections to 26 additional minority-serving (predominantly African American and Hispanic) institutions and access to the growing Native American population in northern New England. Building upon the foundation laid and the experience gained in the past five years, this expanded Alliance will more effectively coordinate efforts to match graduate students' interests and skills with a broad range of graduate programs. It will also create a critical mass of minority graduate students with similar research interests. To address the national shortage and increase the number of underrepresented STEM minority doctoral students, NEAGEP proposes the following strategies: Recruitment: (a) design a common supplementary NEAGEP application; (b) facilitate faculty involvement in Diversity Teams; (c) revise practices in summer research programs; (d) continue fall recruiting weekends; (e) ensure multi-institutional presence at national meetings; (f) invite Partner faculty to research residencies at Alliance Institutions; (g) hold Partner Science Days at Partner Institutions; Admissions: (a) initiate Rapid Response contacts; (b) involve NEAGEP graduate program directors; (c) expand NEAGEP Research Internships; (d) offer NEAGEP first and last year research assistantships; Retention: (a) participate in the Graduate School mentoring grant competition; (b) offer mentoring workshops; (c) set up mentoring website; (d) rotate NEA Day among Alliance Institutions; Future faculty preparation: (a) integrate teaching and research preparation for underrepresented minority STEM graduate students and postdoctoral fellows; and (b) offer career counseling and placement assistance. Not all strategies will be undertaken by all institutions, but all will embark on some activities in each area and take part in cross-cutting initiatives such as: (a) implementation of a NEAGEP-wide Networking Group; (b) expansion of the NEAGEP office structure and functions; (c) execution of NEAGEP-wide sharing of admissions information; (d) establishment of joint Partner-Alliance doctoral programs; and (e) participation in an Alliance-wide comprehensive evaluation. Intellectual Merit: The NEAGEP strategies proposed are both innovative and transferable. The underlying principle is that they are faculty-driven and championed by the administration. Implementation of these strategies will advance fundamental cultural change in academia and promote the success of underrepresented minority students in STEM doctoral programs. The prior success with the Alliance structure provided the impetus for the logical extension of activities to the neighboring New England Land-Grant Universities. By extending the Alliance activities to this group, hundreds more underrepresented minority STEM students and beginning faculty will benefit. Broader Impact: The number of U.S. citizens applying for graduate study in STEM disciplines is inadequate to meet the growing national needs in these areas. This problem is exacerbated by the fact that the number of international graduate students applying to STEM graduate programs has decreased by over 30% nationwide this year. The number of U.S. STEM scientists needs to be increased if this country is to remain competitive on the world stage. The fundamental, and most important, impact of this program will be to create an environment in which minority persons can succeed in the STEM disciplines in the U.S. The proposed efforts will lead to the successful recruitment, admission and retention of a diverse group of graduate students and will encourage these students to pursue careers in the professoriate.