COLLABORATIVE RESEARCH: AGEP-T: PROMISE AGEP Maryland Transformation

马里兰大学巴尔的摩县（UMBC）是承诺AGEP的牵头机构，这是马里兰州大学系统范围内的一项努力，旨在促进代表性不足的STEM研究生和博士后的专业发展和职业道路。马里兰大学领导的联盟由马里兰大学系统的所有14所学院、大学和区域教育中心、四所社区学院和波多黎各的前国家科学基金会卓越西班牙裔服务机构示范机构组成。PROMISE一直是提高未被充分代表的少数族裔的入学率、留校率和毕业率的关键催化剂。该计划还将为研究生和博士后的保留和专业发展的高等教育文献做出贡献。马里兰州的机构（包括硕士服务机构、hbcu、社区学院和HSI）的博士后轮换奖学金和培训教授计划是响应AGEP的创新之一。我们呼吁支持增加未被充分代表的少数民族进入STEM学术职业的国家目标。AGEP: Maryland Transformation将重点关注四组联盟活动：1)研究生招生、留用和成功；通过为学生准备和进入研究生院建立管道（途径）来培养新生，参加促进保留的研讨会，并发展社区以促进坚持；2)博士学位完成和职业准备；开展以完成学位和向职业过渡为重点的活动；3)博士后培养计划；促进协调政策和项目，以指导整个大学系统中代表性不足的少数民族博士后；4)加强教师对研究生和博士后教育中多样性问题的理解；在教师之间开展对话，为未被充分代表的少数民族的招聘、保留、指导和职业过渡制定有前途的做法。新项目将使马里兰大学系统在全系统范围内关注STEM研究生教育的多样性，并将共享资源和设施，为参与者提供专业发展，否则在一些没有联盟的机构中可能会受到限制或根本不存在。这个全州范围的联盟消除了“筒仓效应”或独立的STEM多样性努力，并将其作为一项核心使命来促进合作，通过州扩大和连接学者社区。这个全州范围的联盟允许这些机构为博士研究、博士后安置和教员任命提供机构之间的管道和途径。该项目包括一个研究部分，探讨三个研究问题：微肯定/微侵犯的经历、归属感、专业网络和指导经历是否影响研究生的成果，如获得学位的时间、坚持不懈、就业安置和职业发展中的代理感？这些结果和经历因学生的人口结构、学科或机构类型而有何不同？参与AGEP在这些经验和结果中发挥了什么作用？拟议研究的目标首先是确定第二组学生是否更有可能在职业发展中体验到代理感，坚持攻读学位课程和STEM，获得学位的时间更短，并在毕业后找到学术职位。其次，该研究将探讨PROMISE项目如何促进这些经历的获取，促进STEM中代表性不足的少数民族学生的教育成果。

The University of Maryland Baltimore County (UMBC) is the lead institution for PROMISE AGEP, a university system-wide effort for the state of Maryland to facilitate underrepresented STEM graduate student and postdoctoral professional development and pathways to careers. UMBC leads the alliance that consists of all 14 colleges, universities, and regional education centers in the University System of Maryland, four community colleges, and a former NSF Model Institution of Excellence Hispanic Serving Institution in Puerto Rico. PROMISE has been a critical catalyst for increasing enrollment, retention, and graduation rates of underrepresented minorities. The program also will contribute to the higher education literature on retention and professional development for graduate students and postdocs. The Rotating Postdoctoral Fellowship and the Professors-in-Training program for Maryland's institutions (including Master's serving institutions, HBCUs, community colleges, and an HSI) are among the innovations that respond to AGEP?s call to support the national goal of increasing the number of underrepresented minorities who will enter academic STEM careers. PROMISE AGEP: Maryland Transformation will focus on four sets of alliance activities: 1) Graduate student recruitment, retention, and success; to cultivate new students by creating a pipeline (pathway) for students to be prepared for and admitted to graduate school, participate in workshops that promote retention, and develop community to facilitate persistence; 2) Ph.D. completion and career preparation; to develop activities that will focus on both degree completion and transition to careers; 3) Programs for postdoctoral scholars; to facilitate coordinated policies and programs for mentoring underrepresented minority postdocs across the university system; and 4) Programs to enhance faculty understanding of diversity issues in graduate and postdoctoral education; to open dialog among the faculty to develop promising practices for underrepresented minority recruitment, retention, mentoring, and transitions to careers. The new project will engage the University System of Maryland in a system-wide focus on diversity in STEM graduate education, and will share resources and facilities to provide professional development for participants that might otherwise be limited or non-existent at some of the institutions without the alliance. This state-wide alliance eliminates the "silo-effect" or independent STEM diversity efforts, and it promotes as a core mission the collaboration to expand and connect a community of scholars through the state. The state-wide alliance allows the institutions to provide pipelines and pathways between institutions for doctoral study, postdoctoral placements, and faculty appointments. The project includes a research component to explore three research questions: Does experience of micro-affirmations/micro-aggressions, a sense of belonging, professional networks, and mentoring experiences influence graduate student outcomes such as time to degree, persistence, job placement, and a sense of agency in career advancement? How do these outcomes and experiences differ by student demographics, discipline, or institutional type? What role does participation in the PROMISE AGEP play in these experiences and outcomes? The goals of the proposed research are first to determine whether students in the second group are more likely to experience a sense of agency in career advancement, persist in their degree programs and STEM, have shorter time to degree, and find academic appointments post-graduation. Second, the research will explore how the PROMISE program facilitates access to these experiences, promoting educational outcomes for underrepresented minority students in STEM.