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

加州研究生教育和教授联盟是为了响应NSF研究生教育联盟和AGEP转型(AGEP-T)轨道的教授(AGEP)计划征集(NSF 12-554)而创建的。AGEP-T Track的目标是机构和组织的战略联盟，以开发、实施和研究STEM研究生教育、博士后培训和学术STEM职业准备的创新循证模式和标准，以消除或减轻负面因素并促进URM的积极实践。加州AGEP是加州的四所博士学位授予机构之间的合作，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人数少得多的少数族裔(URM)博士立志成为博士后、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的成员。加州联盟专注于在拥有最好的URM的学术领域增加多样性：数学、物理和计算机科学；以及工程(MPC&Amp；E)。加州AGEP的目标是显著增加URM学生进入MPC&Amp；E领域最具竞争力的研究和教学职业的运动，以系统地解决在特定STEM领域和在机构中种族代表性不足的问题，在这些领域，种族问题最严重，在全国范围内似乎仍然难以解决。加州联盟将URM定义为非裔美国人、芝加哥人、拉丁人、阿拉斯加原住民、太平洋原住民和美国印第安人。CA-AGEP参与者是被录取为博士生的美国公民，他们是URM，并在获奖期间在联盟机构的MPC和AMP；E领域工作，包括在获奖期间毕业的人，以及MPC&AMP；中的URM博士后研究员。加州AGEP的目标包括：目标1.在包括研究生、博士后研究员、教师和主要管理人员在内的四个机构中创建一个前所未有的实践社区。目标2.聘请教师作为导师，在这四个机构推进URM学生的职业生涯。目标3.为专业发展制定、实施、评估和设定新的标准。目标4.通过新的合作伙伴关系和使用新的工具，促进STEM的URM博士和博士后队伍的发展，并与联邦资助的国家实验室合作。目标5.开展研究，利用加州联盟的架构，确定在致力于增加多样性的研究型大学中，哪些具体计划和倡议在确保URM学生在MPC和AMP；中取得成功和职业晋升方面最有效促进这一联盟模式的活动有很多，也很多种多样；它们包括：目标1：举行年度务虚会，既有学科方面的会议，也有群体方面的会议。使用面对面会议、网站和新媒体相互介绍学生、博士后和教职员工。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)使教师了解加州AGEP(CA-AGEP)。邀请和激励全联盟范围的教师对CA-AGEP学生和博士后的建议和指导。包括在年度务虚会上有大量教职员工。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录制和流媒体播放。目标3：开发和建立一套完整的专业发展课程，并为所有CA-AGEP学生提供跨联盟的访问途径。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。鼓励各部门创造更多的博士后机会，在强大的申请者池中保证这一点。将所有4所CA-AGEP大学与加州大学校长S博士后奖学金计划(PPFP)联系起来，以便在扩大的全国博士后社区中进行专业发展和建立网络。创建CA-AGEP学者数据库，并在每年的博士退修会上访问，供CA-AGEP和其他大学部门代表和国家实验室直接招聘。目标5：对学生进行年度调查，调查内容包括与幸福感、对大学的认同感、态度、经历、看法和表现有关的指标。对学生、博士后和教职员工进行半结构化面试。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，它采用拆解处理策略，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小组成果联系起来。个别学生层面的态度评估主要来自与成绩有关的社会-心理和教育文献，既有总体上的(例如自尊)，也有具体利用URM学生的经历(例如与种族主义有关的经历)的变量的测量。机构评估侧重于机构方案和结构的质量，这些衡量标准利用了社会学层面的变量。

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.