AGEP-Transformation: The CIC Professorial Advancement Initiative

CIC研究生教育联盟和教授的专业进步倡议（派）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-transformation（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。CIC AGEP派是伊利诺伊-香槟大学（UIUC）和普渡大学（PU）之间的合作与机构合作委员会（CIC）的其他大学成员合作：印第安纳州大学、爱荷华州大学、密歇根大学、密歇根州立大学、明尼苏达大学、内布拉斯加大学林肯分校、西北大学、俄亥俄州州立大学、宾夕法尼亚州立大学和威斯康星大学麦迪逊分校。 该联盟正在创建一个“教授促进倡议”（派），其目标是增加在CIC合作机构内雇用的代表性不足的少数民族（URM）教员的数量。 派联盟的参与者是URM的美国公民。 该项目的两个目标是：目标1：创建一个URM博士后研究员库，准备和培训进入学院作为终身职位跟踪设施。目标2：教育教师和教师搜索委员会关于无意识偏见和多样性招聘。2.大学管理学院招收的博士后人数。向CIC合作机构提交的派申请数量。与CIC合作机构面谈的URM博士后人数。向气候变化倡议伙伴机构中的统一登记机制提供的提议数目。接受的报价数量。招募参加PAI的教师导师人数。参与派招聘委员会培训计划的教师人数。有助于CIC AGEP派模式的活动包括实施：-CIC合作机构中跨STEM学科的URM博士后研究员小组辅导计划;-导师和学生（又名博士后研究员）的互动视频电话会议;以及-培训教师和招聘委员会的计划。该提案包括一项社会科学研究，重点是确定指导环境如何，从微观系统（例如，对等交互，教师对等交互）到宏系统（例如，更广泛的社会背景），影响自我效能和身份的博士后研究员在他们的STEM学科。 具体来说，该团队正在探索解决该项目研究目标的两个主要问题的答案：1。指导对URM博士后研究员的自我效能和STEM研究人员的身份有什么影响？2. STEM博士后研究员对拥有匹配的导师背景的重视程度如何影响他们的自我效能和身份？第三个问题探讨了教师偏见对博士后研究员的影响：指导经验对教师对URM博士后研究员在STEM学科中的微妙偏见有什么影响？

The CIC Alliance for Graduate Education and the Professoriate's Professional Advancement Initiative (PAI) 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 CIC AGEP PAI is a collaboration between the University of Illinois-Champaign (UIUC) and Purdue University (PU) to partner with other university members of the Committee on Institutional Cooperation (CIC): Indiana University, University of Iowa, University of Michigan, Michigan State University, University of Minnesota, University of Nebraska-Lincoln, Northwestern University, Ohio State University, Pennsylvania State University, and University of Wisconsin-Madison. The Alliance is creating a "Professorial Advancement Initiativ" (PAI) with a goal to increase the number of underrepresented minority (URM) faculty members hired within the CIC partnering institutions. The PAI Alliance participants are URM U.S. citizen in STEM fields. The two objectives for this project are:Objective 1: To create a pool of URM post-doctoral fellows, prepared and trained to enter the academy as tenure track facility.Objective 2: To educate faculty and faculty search committees about unconscious bias and diversity hiring.The objectives have the following measureable outcomes associated with them:1. The number of URM postdocs recruited into the PAI.2. The number of PAI applications submitted to the CIC partnering institutions.3. The number of URM postdocs interviewed with the CIC partnering institutions.4. The number of offers extended to URMs in the CIC partnering institutions.5. The number of offers accepted.6. The number of faculty mentors recruited to participate in the PAI.7. The number of faculty members participating in PAI hiring committee training program.The activities that contribute to the model for the CIC's AGEP PAI include implementing: - A program of small group mentoring for URM postdoctoral fellows across STEM disciplines in the CIC partnering institutions;- Interactive video-teleconferences for mentors and protégés (aka, the postdoctoral fellows); and- A program for training faculty and hiring committees. The proposal includes a social science research study focusing on determining how the mentoring environment, ranging from a micro-systems (e.g., peer-to-peer interactions, faculty-to-peer interactions) to macro-systems (e.g., broader social context), affects the self-efficacy and identity of postdoctoral fellows within their STEM disciplines. Specifically, the team is exploring answers to two primary questions that address the research goal of this project: 1. What is the influence of mentoring on URM postdoctoral fellows' self-efficacy and identities as STEM researchers?2. How does the degree of importance that STEM postdoctoral fellows place on having a matched mentor background influence their self-efficacy and identities?A third question explores the impacts of faculty bias on postdoctoral fellows: What is the influence of mentoring experience on faculty's subtle bias towards URM postdoctoral fellows' in STEM disciplines?