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.

加州研究生教育和教授联盟是为了响应美国国家科学基金会的研究生教育和教授联盟（AGEP）计划征集（NSF 12-554）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URMs的积极实践。加州AGEP是加州四个博士学位授予机构之间的合作，位于伯克利的加州大学、位于洛杉矶的加州大学、斯坦福大学和加州理工学院。加州AGEP的愿景是建立一个联盟，以确保联盟机构中代表性不足的少数民族（URM）博士，在更大的数字，渴望和填充博士后人口的行列，在竞争激烈的研究和教学机构的教师，联邦资助的国家实验室，和科学智库。该加州联盟的重点是增加在学术领域的多样性与最大的URM：数学，物理和计算机科学;和工程（MPCS& E）。加州AGEP的目标是显着增加URM学生的运动到最具竞争力的研究和教学职业在MPCS& E领域，以系统地解决种族代表性不足的特定STEM领域和机构，它是最严重的，似乎在全国范围内仍然难以解决。加州联盟将URM定义为非洲裔美国人、墨西哥裔美国人、拉丁美洲人、阿拉斯加原住民、太平洋岛民和美洲印第安人。CA-AGEP的参与者是美国公民谁是注册为博士生，谁是URM，谁是在MPCS E领域在联盟机构在奖励期间，包括那些谁在奖励期间毕业，和URM博士后研究员谁是美国公民在MPCS E领域在联盟机构在奖励期间。加州AGEP的目标包括：目标1.在四个机构中建立一个前所未有的实践社区，包括研究生、博士后研究员、教师和主要管理人员。目标2.聘请教师作为导师，在这四个机构中推进URM学生的职业生涯。目标3.制定、实施、评估和制定专业发展的新标准。通过新的合作伙伴关系和使用新的工具，并与联邦资助的国家实验室合作，促进URM博士学位在STEM领域的教师和博士后队伍中的发展。进行研究，利用加州联盟的架构，以确定哪些具体的计划和举措，是在研究型大学有效的工作，以增加多样性是最有影响力的，以确保URM学生的成功和专业Ascension在MPCS& E领域，更普遍的STEM内。举办年度务虚会，包括特定学科和特定群体的会议。介绍学生，博士后和教师使用在人会议，网站和新媒体彼此。为教师、系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）让教师了解加州AGEP（CA-AGEP）。 邀请和激励联盟范围内的教师培训和CA-AGEP学生博士后的指导。 包括在年度务虚会上有大量的教职员工。 让教师参与专业发展会议的发展。让教师参与校园专业发展活动的录制和流式传输。目标3：开发和建立一套完整的专业发展课程，为所有CA-AGEP学生提供跨联盟访问。 目标4：开发和销售新的联合加州联盟博士后。 为加州联盟的学生提供博士后机会。 鼓励部门创造更多的博士后机会，强大的申请人池保证这一点。 将所有4所CA-AGEP大学链接到加州大学校长？的博士后奖学金计划（PPFP）的专业发展和网络在一个扩展的国家博士后社区。 建立CA-AGEP学者的数据库，并在每年的务虚会上访问毕业博士，由CA-AGEP和其他大学部门代表和国家实验室直接招聘。目标5：进行学生的年度调查，与幸福有关的措施，与大学的认同，态度，经验，看法，和性能。 对学生、博士后和教师进行半结构化访谈。 收集和分析导师报告。 CA-AGEP包括一项社会科学研究，该研究采用了一种拆解处理策略，将通过CA-AGEP向学生提供的各种举措和服务的接触和利用与个人和团体成果联系起来。 学生个人水平的态度评估主要来自社会心理学和教育文献，这些文献涉及与成就有关的因素，包括一般人口（例如，自尊）以及专门利用URM学生经验的变量的测量（例如，与种族主义有关的经验）。 机构评估侧重于机构方案和结构的质量，这些措施利用社会层面的变量。