AGEP-T-Collaborative Research: California Alliance for Graduate Education and the Professoriate

AGEP-T-合作研究：加州研究生教育联盟和教授

• 批准号: 1306595
• 负责人: C. Page Chamberlain
• 金额: $ 29.08万
• 依托单位: Stanford 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 2018-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1306595&HistoricalAwards=false
• 关键词: AGEP; Collaborative; Research; California; Alliance

The California Alliance for Graduate Education and the Professoriate 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 URMs.The California AGEP is a collaboration between four doctoral degree granting institutions in California, the University of California at Berkeley, the University of California at Los Angeles, Stanford University, and California Institute of Technology. The vision of the California AGEP is to establish an alliance to ensure that underrepresented minority (URM) PhDs from alliance institutions, in much larger numbers, aspire to and populate the ranks of the postdoctoral population, the faculty at competitive research and teaching institutions, the federally funded national laboratories, and scientific think tanks. The California Alliance focuses on increasing diversity in the academic fields with the greatest URMs: the mathematical, physical, and computer sciences; and engineering (MPCS&E).The goal of the California AGEP is to significantly increase the movement of URM students into the most competitive research and teaching careers in the MPCS&E fields to systematically address ethnic underrepresentation in the particular STEM fields and at the institutions where it is most severe and remains seemingly intractable nationally. The California Alliance defines URMs as African Americans, Chicanos, Latinos, Native Alaskans, Native Pacific Islanders, and American Indians. CA-AGEP participants are US citizens who are enrolled as doctoral students, who are URMs, and who are in the MPCS&E fields at the alliance institutions during the award period, including those who graduate during the award period, and URM postdoctoral fellows who are US citizens in the MPCS&E fields at the alliance institutions during the award period.The objectives of the California AGEP include:Objective 1. Create an unprecedented community of practice across the four institutions that include graduate students, postdoctoral fellows, faculty, and key administrators.Objective 2. Engage faculty as mentors to advance URM students' careers across these four institutions.Objective 3. Develop, implement, evaluate and set new standards for professional development.Objective 4. Promote URM PhD advancement to faculty and postdoctoral ranks in STEM through new partnerships and using new tools, and in partnership with federally funded national laboratories.Objective 5. Conduct research that leverages the architecture of the California Alliance to identify which of the specific programs and initiatives that are in effect in research universities working to increase diversity are most impactful in ensuring URM students' success and professional ascension in the MPCS&E fields, and more generally within STEM.The activities that contribute to the model for this alliance are many and quite varied; they include: Objective 1: Hold an annual retreat, with both discipline-specific and cohort-specific sessions. Introduce students, postdocs and faculty to each other using in-person sessions, web site and new media. Create recruitment opportunity for faculty, departments, and national labs.Objective 2: The Internal Steering Committee (ISC) and the Implementation Team (IT) make faculty aware of California AGEP (CA-AGEP). Invite and stimulate alliance-wide faculty advisement and mentoring of CA-AGEP students & postdocs. Include substantial presence of faculty at the annual retreat. Engage faculty in development of professional development sessions. Engage faculty in recording and streaming of professional development activities on the campuses.Objective 3: Develop and institute a complete collection of professional development sessions & provide cross-alliance access to all CA-AGEP students. Objective 4: Develop and market new joint California Alliance postdocs. Offer postdoc opportunities to California Alliance students. Encourage departments to create further postdoc opportunities where strong applicant pool warrants this. Link all 4 CA-AGEP universities to the University of California President?s Postdoctoral Fellowship Program (PPFP) for professional development and networking in an extended national postdoc community. Create database of CA-AGEP scholars and access at annual retreat to graduating PhDs for direct recruitment by CA-AGEP and other university department representatives and national labs.Objective 5: Conduct annual surveys of students with measures related to well-being, identification with the university, attitudes, experiences, perceptions, and performance. Conduct semi-structured interviews with students, postdocs and faculty. Collect and analyze mentor reports. Use of dismantling strategy in researchThe CA-AGEP includes a social science research study that employs a dismantling treatment strategy to link exposure and utilization of the various initiatives and services offered to students through the CA-AGEP with individual and group outcomes. Individual student level attitudinal assessments draw primarily from the social-psychological and educational literature on factors that relate to achievement, both population-general (e.g., self-esteem) as well as measures of variables that specifically tap into URM students' experiences (e.g., experiences relating to racism). Institutional assessments focus on the qualities of the institutional programs and structures, and these measures tap into sociological-level variables.

加利福尼亚研究生教育联盟和教授是为了响应NSF的研究生教育联盟和教授（AGEP）计划的招标（NSF 12-554），以实现AGEP转变（AGEP-T）轨道。 AGEP-T轨迹针对机构和组织的战略联盟，以开发，实施和研究创新的循证基于循证的模型和STEM研究生教育，博士后培训和学术STEM职业准备工作，以消除或减轻负面因素并促进URM的积极实践，并为URM提供积极的实践。斯坦福大学和加利福尼亚理工学院。加利福尼亚AGEP的愿景是建立一个联盟，以确保来自联盟机构的代表性不足的少数族裔（URM）博士学位，渴望和填充博士后人口的等级，竞争性研究和教学机构的教职员工，联邦资助的国民实验室和科学家思维罐。加利福尼亚联盟致力于提高最大URM的学术领域的多样性：数学，物理和计算机科学；和工程（MPCS＆E）。加利福尼亚AGEP的目标是显着增加URM学生在MPCS＆E领域中最有竞争力的研究和教学职业的运动，以系统地在特定的STEM领域以及在最严重的国家中最严重的机构中系统地占领民族不足。加利福尼亚联盟将URMS定义为非裔美国人，奇卡诺斯，拉丁美洲人，阿拉斯加原住民，太平洋岛民和美国印第安人。 CA-AGEP参与者是美国公民，他们是博士生，是URMS，并且在奖励期内在联盟机构的MPCS＆E领域处于MPCS＆E领域，包括那些在奖励期间毕业的人，以及在MMPCS＆E Fields Institutes in the Alliance Intercive of Actrofience of Actrofive of Actrofive offactia in Cactornia Inspocition offactia in Cactornia cactorcive Intive.1：IURM Postdoctoral fellows。在包括研究生，博士后研究员，教师和主要管理员在内的四个机构中的前所未有的实践社区。对象2。吸引教师作为指导者在这四个机构中提高URM学生的职业。目标3。发展，实施，评估，评估和设定专业发展的新标准。并使用新工具，并与联邦资助的国家实验室合作。实验性5。进行研究，利用加利福尼亚联盟的体系结构来确定哪些特定的计划和倡议在为增加多样性的研究大学中起作用的哪些特定计划和倡议对URM学生在MPCS和E领域的成功和专业的影响最大。它们包括：目标1：举行年度务虚会，既有特定于纪律和队列的会议。使用面对面的会议，网站和新媒体介绍学生，博士后和教师。为教师，部门和国家实验室创造招聘机会。目标2：内部指导委员会（ISC）和实施团队（IT）使教职员工意识到加利福尼亚AGEP（CA-AGEP）。 邀请和刺激整个联盟的教师建议和指导CA-AGEP学生和博士后。 包括在年度务虚会中大量的教师。 让教师参与专业发展课程。参与教师在校园内录制和流录专业发展活动。目标3：开发和制定专业发展课程的完整集合，并为所有CA-AGEP学生提供跨职务访问权限。 目标4：开发和销售新的加利福尼亚联合联盟博士后。 向加利福尼亚联盟学生提供博士后机会。 鼓励部门创造进一步的博士后机会，在强大的申请人池对此保证中。 将所有4所CA-AGEP大学链接到加利福尼亚大学校长的博士后奖学金计划（PPFP），以在一个扩展的国家博士后社区中进行专业发展和网络。 创建CA-AGEP学者的数据库，并在年度撤退时访问CA-AGEP和其他大学系代表和国家实验室的直接招聘博士学位。目标5：对学生进行年度调查，该学生通过与福祉，与大学相关的措施，态度，经验，经验，感知和表现相关的措施。 与学生，博士后和教职员工进行半结构化访谈。 收集和分析导师报告。 在研究中使用拆卸策略的CA-AGEP包括一项社会科学研究研究，该研究采用拆卸治疗策略将通过CA-AGEP与个人和团体成果与学生提供给学生的各种举措和服务联系起来。 个别学生级别的态度评估主要借鉴了与成就有关的因素的社会心理学和教育文献，包括人口将军（例如，自尊）以及变量的度量，这些变量专门利用了URM学生的经验（例如，与种族主义有关的经历）。 机构评估的重点是机构计划和结构的素质，这些措施涉及社会学级别的变量。