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: 1305993
• 负责人: Joseph Dunbar
• 金额: $ 15.3万
• 依托单位: Wayne State 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 2019-02-28
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1305993&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NSF的研究生教育联盟和教授（AGEP）计划征集（NSF 12-554）的AGEP转型（AGEP-T）轨道而创建的。 AGEP-T轨道的目标是机构和组织的战略联盟，以开发，实施和研究创新的循证模型和标准，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，并促进代表性不足的积极做法。 密歇根AGEP转型联盟（MAA）：指导和社区建设，以加速成功的进展到教授代表密歇根大学，密歇根州立大学，密歇根理工大学，韦恩州立大学，MAA的长期愿景和计划成果是提高美国少数族裔（URM）的成功率。通过研究生学习，博士后培训和教授职位，培养STEM各个领域的研究生和博士后学者。 这一愿景和成果正在通过追求MAA的以下三个总体目标来解决：1）调整现有的两种模式，一种用于培养具有不同学生的多学科学习社区，另一种用于改善URM研究生和博士后研究员的教师指导，以满足五个MAA校园的需求; 2）研究它们对美国公民的学术身份和职业发展的影响。3）在校园内更广泛地实施这些模式，以提高学术成果和广泛的制度变革。该项目的目标是：目标1：在所有五个校园内设计、调整和实施循证指导计划，重点是改善对美国URM研究生和博士后研究员在STEM所有领域的指导。 目标二：设计，调整和实施以证据为基础的举措，以促进跨学科学习社区，在所有五个校区，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：为美国URM研究生和博士后研究员在所有STEM领域开展研究，了解如何改善辅导和社区意识与学术认同感的联系，以及如何将学术认同与重要的学术和职业成果联系起来。目标4：进行研究，了解部门和大学变量如何调节指导、社区、学术身份和学术成果的美国公民谁是URM研究生和博士后研究员在所有STEM学科。设计，调整和实施密歇根大学的指导他人卓越成果（更多）模型作为改善指导美国URM研究生和博士后研究员在STEM的基础。 这包括培训主持人谁运行教师辅导研讨会，进行辅导研讨会，培训高级学生代际辅导，并制定/分发个性化的辅导协议，以教师和STEM计划。设计，调整和实施密歇根州立大学的跨学科学习社区模式，作为提高归属感，同伴支持和美国的基础。 这包括培训促进者，进行机构特定的社区会议，并为研究生，博士后研究员和教师举行MAA范围内的社区会议。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中代表性不足和流失的机制，以及可以促进这些领域学术持久性和成功的背景和个人因素。 研究小组预测，学生在学术环境中的种族/族裔耻辱经历导致对学科的不认同，从而导致学业成绩和完成率较低。 他们还预测，背景层面的资源，如高质量的指导，缓和这些关系。 正在测试的具体研究假设的例子包括：1。负向系别多样性气氛（污名体验）的学生在所属系别的归属感（学术认同的情感指标）低于正向系别多样性气氛的学生.与报告低质量指导关系的学生相比，报告与导师有更高质量指导关系的学生将报告更积极的学术身份结果（更高的感知准备，更高的归属感，更高的课程/专业参与度）。高质量的指导将缓和污名之间的关联（例如，报告的负面部门气氛）和学术身份（例如，报告的归属感），这样，消极的部门多样性气氛与归属感的负相关将更强的学生报告质量较低的辅导相对于那些报告较高质量的辅导。