The Michigan AGEP Alliance for Transformation (MAA): Mentoring and Community Building to Accelerate Successful Progression into the Professoriate

密歇根 AGEP 转型联盟 (MAA)：指导和社区建设以加速成功晋升为教授

• 批准号: 1305678
• 负责人: Debra Charlesworth
• 金额: $ 23.4万
• 依托单位: Michigan Technological University
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2013
• 资助国家: 美国
• 起止时间: 2013-09-15 至 2020-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1305678&HistoricalAwards=false
• 关键词: Michigan; AGEP; Alliance; Transformation; MAA

The Michigan AGEP Alliance for Transformation (MAA) was created in response to the NSF's Alliances for Graduate Education and the Professoriate (AGEP) program solicitation (NSF 12-554) for the AGEP-Transformation (AGEP-T) track. The AGEP-T track targets strategic alliances of institutions and organizations to develop, implement, and study innovative evidence-based models and standards for STEM graduate education, postdoctoral training, and academic STEM career preparation that eliminate or mitigate negative factors and promote positive practices for underrepresented. The Michigan AGEP Alliance for Transformation (MAA): Mentoring and Community Building to Accelerate Successful Progression into the Professoriate represents a collaboration between the University of Michigan, Michigan State University, Michigan Technological University, Wayne State University, and Western Michigan University.The long-term vision and planned outcome of MAA is to increase the success U.S. citizens who are underrepresented minority (URM) graduate students and postdoctoral scholars in all fields of STEM through graduate study, postdoctoral training and the professoriate. This vision and outcome is being addressed by pursuing the following three overarching goals of the MAA:1) Adapting two existing models, one for fostering multidisciplinary learning communities with diverse students and the other for improving faculty mentoring of URM graduate students and postdoctoral fellows, to the needs of the five MAA campuses; 2) Studying their effects on the academic identity and career progress of U.S. citizens who are URM graduate students and postdoctoral fellows in STEM programs; and 3) Implementing more widely on campuses those models that lead to improved academic outcomes and widespread institutional change.The objectives for this project are:Objective 1: Designing, adapting and implementing evidence-based mentoring initiatives, on all five campuses, that are focused on improved mentoring for U.S. URM graduate students and postdoctoral fellows in all fields of STEM. Objective 2: Designing, adapting and implementing evidence-based initiatives to promote interdisciplinary learning communities, on all five campuses, that are focused on improved mentoring for U.S. URM STEM graduate students and postdoctoral fellows. Objective 3: Conducting research about the ways in which improved mentoring and improved sense of community are linked to a sense of academic identity, and the ways in which academic identity is linked to important academic and career outcomes, for U.S. URM graduate students and postdoctoral fellows in all STEM fields.Objective 4: Conducting research about the ways in which departmental and university variables moderate the relations among mentoring, community, academic identity and academic outcomes for U.S. citizens who are URM graduate students and postdoctoral fellows in all STEM disciplines.The primary activities that contribute to the model for the alliance include: 1. Designing, adapting and implementing the University of Michigan's Mentoring Others Results in Excellence (MORE) model as a foundation for improving mentoring of U.S. URM graduate students and postdoctoral fellows in STEM. This includes training facilitators who run faculty mentoring workshops, conducting mentoring workshops, training advanced level students for intergenerational mentoring, and developing/distributing individualized mentoring agreements to faculty and STEM programs.2. Designing, adapting and implementing the Michigan State University's interdisciplinary learning community model as a foundation for improving the sense of belonging, peer support and academic identify of U.S. URM graduate students and postdoctoral fellows in STEM. This includes training facilitators, conducting institution-specific community meetings, and holding MAA-wide community meetings for graduate students, postdoctoral fellows and faculty.The MAA includes a social science research study that will explore the mechanisms that help explain the under-representation and attrition of URM students in STEM, as well as the contextual and individual factors that can promote academic persistence and success in those fields. The research team predicts that racial/ethnic stigma experiences in students' academic contexts lead to dis-identification from the academic discipline, which then leads to lower academic performance and completion. They also predict that contextual-level resources, such as high-quality mentoring, moderate these relationships. Examples of specific study hypotheses being tested include:1. Students reporting more negative department diversity climates (stigma experiences) will report lower sense of belonging (affective indicator of academic identity) in their academic departments than students reporting positive diversity climates.2. Students reporting having higher quality mentoring relationships with their faculty advisors will report more positive academic identity outcomes (higher perceived preparation, higher sense of belonging, higher curricular/professional involvement) than students reporting lower quality mentoring relationships.3. Quality mentoring will moderate the association between stigma (e.g., reported negative department climate) and academic identity (e.g., reported sense of belonging), such that the negative association of negative department diversity climate with sense of belonging will be stronger for students reporting lower quality mentoring relative to those reporting higher quality mentoring.

密歇根州AGEP转型联盟(MAA)是为了响应NSF研究生教育联盟和AGEP转型(AGEP-T)轨道的教授(AGEP)计划征集(NSF 12-554)而创建的。AGEP-T Track的目标是机构和组织的战略联盟，以开发、实施和研究STEM研究生教育、博士后培训和学术STEM职业准备的创新循证模式和标准，以消除或减轻负面因素，并促进代表不足的人的积极做法。密歇根AGEP转型联盟(MAA)：指导和社区建设，以加速成功地进入教授阶段，是密歇根大学、密歇根州立大学、密歇根州立大学、韦恩州立大学和西密歇根大学合作的组织。MAA的长期愿景和计划结果是通过研究生学习、博士后培训和教授职位，提高在STEM所有领域未被充分代表的少数族裔(URM)研究生和博士后学者的成功。这一愿景和成果是通过追求MAA的以下三个总体目标来实现的：1)调整现有的两种模式，一种是培养有不同学生的多学科学习社区，另一种是改善对URM研究生和博士后研究员的教师指导，以满足五个MAA校区的需要；2)研究它们对URM研究生和STEM项目博士后研究员美国公民的学术认同和职业发展的影响；该项目的目标是：目标1：在所有五个校区设计、调整和实施循证辅导计划，重点是在STEM的所有领域为美国URM研究生和博士后提供更好的指导。目标2：设计、调整和实施基于证据的倡议，以促进所有五个校区的跨学科学习社区，重点是改善对美国URM STEM研究生和博士后研究员的指导。目标3：针对所有STEM领域的美国URM研究生和博士后研究员，研究如何改善指导和社区意识与学术认同感，以及如何将学术认同感与重要的学术和职业成果联系起来。目标4：研究部门和大学变量如何调节所有STEM学科的URM研究生和博士后研究员的指导、社区、学术认同和学术成果之间的关系。为联盟模型做出贡献的主要活动包括：1.设计、调整和实施密歇根大学的辅导他人导致卓越(MORE)模式，作为改善对美国URM研究生和STEM博士后研究员辅导的基础。这包括培训辅导员，他们举办教师指导研讨会，举办指导研讨会，培训高级学生进行代际指导，并制定/分发针对教师和STEM项目的个性化指导协议。设计、调整和实施密歇根州立大学的跨学科学习社区模式，为提高美国URM研究生和STEM博士后的归属感、同行支持和学术认同感奠定基础。MAA包括一项社会科学研究研究，将探索有助于解释URM学生在STEM中代表性不足和流失的机制，以及能够促进这些领域的学术坚持性和成功的背景和个人因素。研究小组预测，在学生的学业背景下，种族/民族污名经历会导致与学科的脱节，从而导致学业成绩和完成率下降。他们还预测，背景层面的资源，如高质量的指导，会协调这些关系。被测试的具体研究假设的例子包括：1.报告负面系多样性气候(耻辱经历)的学生在其学术部门报告的归属感(学术认同感的情感指标)比报告积极多样性气氛的学生低。报告与教师导师有较高质量指导关系的学生会比报告较低质量的指导关系的学生报告更积极的学术认同结果(更高的感知准备、更高的归属感、更高的课程/专业投入)。优质辅导将缓和耻辱(例如，报告的院系负面氛围)和学术认同感(例如，报告的归属感)之间的关联，因此，相对于报告较高质量的辅导，报告质量较低的学生的负面系多样性氛围与归属感的负面关联将更强。