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: 1305932
• 负责人: Tabbye Chavous
• 金额: $ 65.23万
• 依托单位: Regents of the University of Michigan - Ann Arbor
• 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 2018-02-28
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1305932&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AGEP转型联盟（MAA）是为了响应美国国家科学基金会研究生教育和教授联盟（AGEP）项目征求（NSF 12-554）的AGEP-转型（AGEP- t）轨道而创建的。AGEP-T的目标是机构和组织的战略联盟，以开发、实施和研究创新的基于证据的模型和标准，用于STEM研究生教育、博士后培训和学术STEM职业准备，消除或减轻负面因素，促进代表性不足的积极实践。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代表了密歇根大学、密歇根州立大学、密歇根理工大学、韦恩州立大学和西密歇根大学之间的合作。MAA的长期愿景和计划成果是通过研究生学习，博士后培训和教授，增加美国公民中代表性不足的少数民族（URM）研究生和博士后学者在STEM所有领域的成功。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)根据MAA五个校区的需要，调整两种现有模式，一种是培养拥有不同学生的多学科学习社区，另一种是改善对URM研究生和博士后的教师指导；2)研究其对美国公民（URM研究生和STEM项目博士后）学术认同和职业发展的影响；3)在校园里更广泛地实施那些能提高学术成果和广泛变革制度的模式。该项目的目标是：目标1：在所有五个校区设计，调整和实施基于证据的指导计划，重点是改善对美国URM研究生和博士后在STEM所有领域的指导。目标2：在所有五个校区设计、调整和实施基于证据的举措，以促进跨学科学习社区，重点是改善对美国URM STEM研究生和博士后的指导。目标3：针对所有STEM领域的美国URM研究生和博士后，开展关于改善指导和改善社区意识与学术认同感的联系方式，以及学术认同感与重要学术和职业成果的联系方式的研究。目标4：研究院系和大学变量如何调节美国公民（URM研究生和博士后）在所有STEM学科的指导、社区、学术认同和学术成果之间的关系。促成联盟模式的主要活动包括：1。设计、调整和实施密歇根大学的“指导他人成就卓越”（MORE）模式，作为改善对美国密歇根大学STEM专业研究生和博士后的指导的基础。这包括培训主持教师指导研讨会的辅导员，开展指导研讨会，培训代际指导的高级学生，以及为教师和STEM项目制定/分发个性化的指导协议。设计、调整和实施密歇根州立大学的跨学科学习社区模式，作为提高美国密歇根州立大学研究生和博士后在STEM领域的归属感、同伴支持和学术认同的基础。这包括培训辅导员，举办特定机构的社区会议，以及为研究生，博士后研究员和教职员工举行maa范围的社区会议。MAA包括一项社会科学研究，该研究将探索有助于解释URM学生在STEM领域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和成功的环境和个人因素。研究小组预测，学生在学术环境中的种族/民族耻辱经历会导致对学科的不认同，从而导致学业成绩和学业完成度下降。他们还预测，情境层面的资源，如高质量的指导，会调节这些关系。正在测试的具体研究假设的例子包括：1。报告更消极的部门多样性气候（污名经历）的学生比报告积极多样性气候的学生在其学术部门的归属感（学术认同的情感指标）更低。与导师关系质量较低的学生相比，与导师关系质量较高的学生会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/专业参与）。高质量的指导会调节污名（如报告的负性系系气候）与学术认同（如报告的归属感）之间的关联，因此，报告较低质量指导的学生与报告较高质量指导的学生相比，报告较低质量指导的学生的负性系系多样性气候与归属感的负相关更强。