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（PAI）是为了响应美国国家科学基金会研究生教育联盟和教授（AGEP）项目征求（NSF 12-554）的AGEP-转换（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。CIC AGEP PAI是伊利诺伊大学香槟分校（UIUC）和普渡大学（PU）与机构合作委员会（CIC）的其他大学成员的合作，包括印第安纳大学、爱荷华大学、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“教授进步计划”（PAI），其目标是增加在CIC合作机构中雇用的未被充分代表的少数民族（URM）教师的数量。PAI联盟的参与者是STEM领域的URM美国公民。该项目的两个目标是：目标1：培养一批经过准备和培训的博士后研究员，以终身教职的形式进入该学院。目标2：教育教师和教师招聘委员会关于无意识偏见和多元化招聘。这些目标有以下与之相关的可测量的结果：招收博士后的数量。提交给CIC合作机构的PAI申请数量。与CIC合作机构面谈的URM博士后人数。4 .向投资组合伙伴机构的注册管理人员提供服务的数目。被接受的报价数量。7.招募参加pai的教师导师人数。参加PAI招聘委员会培训计划的教员人数。促进CIC AGEP PAI模式的活动包括实施：-在CIC合作机构中为URM博士后提供跨学科STEM学科的小组指导计划；-为导师和博士（即博士后）举行互动式视频电话会议；培训教员和招聘委员会的项目。该提案包括一项社会科学研究，重点是确定指导环境，从微观系统（例如，点对点互动，教师对同伴互动）到宏观系统（例如，更广泛的社会背景），如何影响STEM学科博士后的自我效能感和身份。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。师徒关系对URM博士后自我效能感和STEM研究者身份认同的影响是什么？STEM博士后对导师背景的重视程度如何影响他们的自我效能感和身份认同？第三个问题探讨了教师偏见对博士后的影响：师徒经历对教师对URM STEM学科博士后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?