PROMISE Pathways

位于马里兰州的研究生教育与教授联盟(AGEP)Promise提出了一个新的、扩大的联盟，名为Promise Path项目，旨在通过与更多机构合作，扩大AGEP先前两个项目的成功，以增加在STEM领域攻读研究生学位的未被充分代表的少数族裔学生(URM)的数量，增加STEM研究生的留存率，为参与者提供更多博士后机会，为教授职位准备研究生和博士后研究员，并促进各种机构的申请和学术生涯机会。Promise成立于2002年，由巴尔的摩县马里兰大学(UMBC)领导，是一个多机构联盟，成员包括UMBC、马里兰大学学院园区(UMCP)和马里兰大学巴尔的摩大学(UMB)。这一拟议的Promise Path项目探索和开发了扩大当前联盟所需的基础设施，可能包括马里兰大学系统内的所有大学、四所马里兰州的社区学院，以及波多黎各的前NSF示范卓越学院(MIE)拉美裔服务机构(HSI)。Promise Path的新成员将在UMBC、UMCP和UMB利用之前的AGEP资金招聘和保留成功的基础上，将各自的本科生转移到马里兰州授予博士学位的公立研究型大学攻读研究生课程，建立教职员工之间的关系，并为高级研究生和博士后提供指导教学和培训机会，以便他们能够成为下一代STEM教授。新的Promise Path项目的计划包括四个主要部分：1.扩大马里兰州S学院攻读博士学位的代表性不足的学生的渠道。2.在马里兰州建立一个更强大的STEM教员网络，他们将促进涉及代表不足的本科生和研究生的研究合作，并在全州培养更强的指导代表不足的STEM学生的意识。3.为马里兰州代表不足的STEM博士生提供课程，以促进大学学术网络、专业发展和学位完成。4.提供高级研究生和博士后互动讲习班，培训他们成为教授，并在各种机构提供实践和指导教学经验，包括研究机构、以白人为主的机构、历史上的黑人学院和大学、西班牙裔服务机构和社区学院。学术价值：Promise Path项目将促进更广泛的学术网络进行研究合作。它还将促进和宣传研究生教育领域和扩大对STEM的参与的子学科，以及将URM保留在STEM中的社区心理意识。该项目将探索创造性写作会议(例如，申请/提案/论文/档案室)，以指导学生编写文件。该项目还将开发一套指导教学机会，以促进教授的准备工作。在培养新一代多元化教授方面，这两个例子都具有潜在的变革性。这些概念是基于7年来较小级别的成功项目，并正在考虑扩大。校园拥有资源、设施和行政支持来开展这项路径提案中的活动。更广泛的影响：这个路径项目促进了对留住、教学方法和追求教授学位的影响因素的发现和理解。它通过同行指导、教员指导的教学经验以及培训/指导方法促进教学、培训和学习，这些方法将使参与者为其职业生涯的每个里程碑做好准备。该项目通过特别关注促进STEM中代表不足的少数群体走向教授职位，扩大了代表不足的群体的参与。该项目还照顾到有明显残疾和看不见残疾的参与者。该项目将加强合作伙伴校区之间的专业发展活动的远程学习基础设施。结果将通过会议记录、期刊提交，特别是通过Promise博客和网站网络广泛传播。对社会的扩大影响将包括对促进URM STEM保留和向教授过渡的方法和模式的理解。该项目寻求成为一个可以在美国其他机构、联盟和大学系统中复制的模式。

PROMISE, the Alliance for Graduate Education and the Professoriate (AGEP) in Maryland, proposes a new, expanded alliance, titled the PROMISE Pathways Project, that seeks to expand upon successes from two prior AGEP projects by partnering with additional institutions to increase the numbers of underrepresented minority students (URMs) who will pursue graduate degrees in STEM fields, increase the retention of URM graduate students in STEM, facilitate more postdoctoral opportunities for participants, prepare graduate students and postdoctoral fellows for the professoriate, and facilitate applications and opportunities for academic careers at a variety of institutions. Formed in 2002 and led by the University of Maryland, Baltimore County (UMBC), PROMISE is a multi-institution consortium that includes UMBC, the University of Maryland College Park (UMCP) and the University of Maryland, Baltimore (UMB). This proposed PROMISE Pathways project explores and develops the infrastructure needed to expand the current alliance to include potentially all of the universities within the University System of Maryland, four Maryland-based community colleges, and a former NSF Model Institution of Excellence (MIE) Hispanic Serving Institution (HSI) in Puerto Rico. The new members of PROMISE Pathways will build upon the recruitment and retention successes that UMBC, UMCP, and UMB made with previous AGEP funding to move their respective undergraduate students to graduate programs at doctoral granting public research universities in Maryland, build relationships among faculty, and provide advanced graduate students and postdocs with mentored teaching and training opportunities so that they can be equipped to be the next generation of STEM professors. The plan for the new PROMISE Pathways project has four major components: 1. Creating an expanded pipeline of underrepresented students from Maryland?s institutions who will pursue doctoral degrees. 2. Developing a stronger network of STEM faculty within the State of Maryland who will facilitate research collaborations that will involve underrepresented undergraduate and graduate students, and foster a stronger sense of mentoring underrepresented students in STEM throughout the state. 3. Providing Maryland?s underrepresented STEM doctoral students with programs that facilitate collegial academic networks, professional development, and degree completion. 4. Offering advanced graduate students and postdocs interactive workshops that will train them for the professoriate along with hands-on, mentored teaching experiences at a wide range of institutions, including research institutions, Predominately White Institutions, Historically Black Colleges and Universities, Hispanic Serving Institutions, and Community Colleges. Intellectual Merit: The PROMISE Pathways project will facilitate wider academic networks for research collaboration. It will also advance and inform the field of graduate education and the sub-disciplines of broadening participation in STEM and psychological sense of community for retention of URMs in STEM. The project will explore creative writing conferences (e.g. application/proposal/dissertation/portfolio house) to coach students through document preparation. The project will also develop a suite of mentored teaching opportunities to facilitate preparation for the professoriate. Both of these examples are potentially transformative with respect to developing a new generation of diverse professors. The concepts are based on 7 years of successful projects at smaller levels and are being considered for expansion. The campuses have the resources, facilities, and administrative support to develop the activities in this Pathways proposal. Broader Impacts: This Pathways project advances discovery and understanding of retention, pedagogy, and factors of influence for pursuing the professoriate. It promotes teaching, training, and learning through peer mentoring, mentored teaching experiences by faculty, and training/coaching methods that will prepare participants for each milestone in their careers. This project broadens the participation of underrepresented groups by specifically focusing on advancing underrepresented minorities in STEM toward the professoriate. The project also attends to participants with visible and invisible disabilities. This project will enhance the distance learning infrastructure for professional development activities between partner campuses. Results will be disseminated widely through conference proceedings, journal submissions, and particularly through the PROMISE network of blogs and websites. The expanded impact to society will include an understanding of methods and models that can facilitate URM STEM retention and transition to the professoriate. The project seeks to be a model that can be replicated for other institutions, alliances, and university systems in the U.S.