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: 1306683
• 负责人: Robin Garrell
• 金额: $ 30.9万
• 依托单位: University of California-Los Angeles
• 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=1306683&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研究生教育和教授联盟（AGEP）项目征求（NSF 12-554）的AGEP- transformation （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urm的积极实践。加州AGEP是加州四所博士学位授予机构的合作项目，它们是加州大学伯克利分校、加州大学洛杉矶分校、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，以确保来自联盟机构的未被充分代表的少数民族（URM）博士，在更大的数量上，渴望并填充博士后人口，有竞争力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囊团的行列。加州联盟致力于增加学术领域的多样性，拥有最大的urm：数学、物理和计算机科学；和工程（MPCS&amp；E）。加州AGEP的目标是显著增加URM学生进入mpcs和E领域最具竞争力的研究和教学职业，系统地解决特定STEM领域和机构中种族代表性不足的问题，这一问题在全国范围内最为严重，似乎仍然难以解决。加州联盟将urm定义为非裔美国人、奇卡诺人、拉丁美洲人、阿拉斯加原住民、太平洋原住民和美洲印第安人。CA-AGEP的参与者是在奖励期间在联盟机构mpcs&e领域的美国公民，包括在奖励期间毕业的美国公民，以及在奖励期间在联盟机构mpcs&e领域的美国公民的URM博士后。加州AGEP的目标包括：在包括研究生、博士后、教师和主要管理人员在内的四个机构之间建立一个前所未有的实践社区。目标2。聘请教师作为导师，推动URM学生在这四个机构的职业生涯。目标3。制定、实施、评估和制定专业发展的新标准。目标4。通过新的合作伙伴关系和使用新的工具，以及与联邦资助的国家实验室合作，促进URM博士在STEM领域的教师和博士后队伍的发展。目标5。利用加州联盟的架构进行研究，以确定研究型大学致力于增加多样性的哪些具体项目和举措对确保URM学生在mpcs&e领域（更广泛地说，在STEM领域）的成功和专业提升最有影响。促成这一联盟模式的活动多种多样；目标1：每年举行一次务虚会，包括特定学科和特定队列的会议。通过面对面的会议、网站和新媒体，介绍学生、博士后和教师相互认识。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）使教师了解加州AGEP （CA-AGEP）。邀请和鼓励联盟范围内的教师为CA-AGEP学生和博士后提供咨询和指导。包括在年度静修中大量出现的教员。让教师参与专业发展课程的发展。让教师参与校园专业发展活动的记录和流媒体。目标3：开发和建立一个完整的专业发展课程集合，并为所有CA-AGEP学生提供跨联盟的机会。目标4：开发和销售新的联合加州联盟博士后。为加州联盟学生提供博士后机会。鼓励院系在申请人数较多的情况下创造更多的博士后机会。将所有4所CA-AGEP大学与加州大学校长联系起来？美国博士后奖学金计划（PPFP）旨在扩大国家博士后社区的专业发展和网络。建立CA-AGEP学者数据库，并在年度静修时访问即将毕业的博士，以供CA-AGEP和其他大学院系代表和国家实验室直接招聘。目标5：对学生进行年度调查，包括幸福感、对大学的认同、态度、经历、感知和表现。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。在研究中使用拆解策略CA-AGEP包括一项社会科学研究，该研究采用拆解治疗策略，将通过CA-AGEP向学生提供的各种倡议和服务的暴露和利用与个人和团体结果联系起来。个别学生层面的态度评估主要来自与成就相关的社会心理学和教育文献，包括总体人口（例如，自尊）以及专门利用URM学生经历的变量测量（例如，与种族主义有关的经历）。机构评估侧重于机构计划和结构的质量，这些措施涉及社会学层面的变量。