The Stony Brook-Brookhaven AGEP Frontiers of Research and Academic Models of Excellence (FRAME) Alliance for Transformation

石溪-布鲁克海文AGEP研究前沿和卓越学术模式（FRAME）转型联盟是根据美国国家科学基金会研究生教育和教授联盟（AGEP）项目招标（NSF 12-554）为AGEP-转型（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。这是纽约州立大学石溪分校（SBU）和布鲁克海文国家实验室教育项目办公室（BNL）之间的一个联盟，该联盟与布鲁克海文科学协会（BSA）的八个组织合作，该协会是为美国能源部运营BNL而成立的公司：巴特尔、SBU、哥伦比亚大学、康奈尔大学、哈佛大学、麻省理工学院、普林斯顿大学和耶鲁大学。石溪-布鲁克海文AGEP框架联盟正在通过与科学与工程研究和教育机会跨学科联盟（INCREASE）的合作，与历史上的黑人学院和大学以及其他少数民族服务机构合作。FRAME联盟正在努力实现一个目标，即帮助美国公民中代表性不足的少数民族研究生和博士后学员培养基本技能，以便在竞争激烈的专业环境中取得成功。联盟参与者被定义为URM美国公民，是STEM领域的研究生或博士后。该项目的目标是：目标1：将在SBU和BNL接受博士后培训的URM美国公民人数增加一倍，从目前的18人增加到36人。目标2：为具有正式教学和专业能力的美国URM公民建立博士后培训制度。目标3：为在SBU/BNL的URM STEM博士生提供有针对性的支持和强化培训，使其成为富有成效的独立研究人员，并接受BSA成员机构（哥伦比亚大学、康奈尔大学、哈佛大学、麻省理工学院、普林斯顿大学和耶鲁大学）或其他顶级研究机构的博士后职位。目标4：发展和维持增校机构和SBU之间的互利关系，以加强URM美国公民学生广泛社区的研究培训，指导和交流机会，从而使增校机构的数量从30%增加到60%，为本科生提供在SBU攻读研究生的途径。为SBU/BNL AGEP框架联盟模型做出贡献的活动非常具体，它们包括：1。在SBU， BNL， BSA和INCREASE之间建立互利的合作伙伴关系，从而增加联合出版物，以多样性为中心的合作和任命博士后在联盟内的职位将是成功的衡量标准。2. 为URM研究生和博士后培训生的美国公民提供高水平的专业和研究技能培训，从而提高他们的研究效率，参与指导活动，改进科学写作和科学交流技能将是成功的衡量标准。3. 将URM研究生和博士后培训生中的美国公民转变为研究型大学的教授职位，并通过申请BSA机构或其他顶级机构的博士后和教师职位的学生数量的增加，以及申请BSA机构或其他顶级机构的博士后研究员数量的增加，收到offer并进入教职职位。该提案包括一项社会科学研究，探讨研究生和博士后的STEM身份水平和稳定性是否会随着时间的推移而提高自我效能水平，并预测美国公民urm在STEM方面的成功和坚持的结果。这项研究正在测试这一目标背后的社会心理过程。研究小组正在评估两个关键的社会心理因素及其相应的过程，这些因素在理论上会影响URM研究生和博士后学员在STEM方面的成功和坚持：与非URM研究生和博士后学员相比，URM研究生和博士后的STEM特异性自我效能感和STEM认同的水平和稳定性。在URM学生和博士后中，STEM自我效能感和STEM认同的预期变化的主要载体应该是接触SBU/BNL AGEP框架联盟规划干预。

The Stony Brook-Brookhaven AGEP Frontiers of Research and Academic Models of Excellence (FRAME) Alliance for Transformation 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.This is an alliance between SUNY at Stony Brook (SBU) and Brookhaven National Laboratory's Office of Educational Programs (BNL) that is partnering with eight organizations who are members of the Brookhaven Science Associates (BSA), the company that was formed to operate BNL for the U.S. Department of Energy: Battelle, SBU, Columbia University, Cornell University, Harvard University, Massachusetts Institute of Technology, Princeton University and Yale University. The Stony Brook-Brookhaven AGEP FRAME Alliance is engaging Historically Black Colleges and Universities, as well as other minority service institutions, through collaborations with the Interdisciplinary Consortium for Research and Educational Access in Science and Engineering (INCREASE).The FRAME Alliance is working on a goal to help U.S. citizens who are underrepresented minority (URM) graduate students and postdoctoral trainees develop the essential skills to succeed in the competitive professional environment of the professoriate. An Alliance participant is defined as a URM U.S. citizen who is a graduate student or postdoctoral fellow in STEM. The objectives for this project are:Objective 1: Double the number of URM U.S. citizens who are postdoctoral trainees at SBU and BNL, from the current baseline of 18, to 36.Objective 2: Establish a postdoctoral fellow training regimen for U.S. URM citizens with formal pedagogical and professional competencies. Objective 3: Provide targeted support and intensive training for U.S. citizens who are URM STEM doctoral students at SBU/BNL to become productive and independent researchers who receive offers, and accept postdoctoral positions, at BSA member institutions (Columbia University, Cornell University, Harvard University, Massachusetts Institute of Technology, Princeton University and Yale University) or other top tier research institutions.Objective 4: Develop and sustain a mutually beneficial relationship between INCREASE institutions and SBU in order to strengthen the research training, mentoring and networking opportunities across a broad community of URM students, who are U.S. citizens, whereby there is an increase from 30% to 60% in the number of INCREASE institutions that provide pathways for their undergraduates to pursue graduate study at SBU.The activities that contribute to the model for the SBU/BNL AGEP FRAME Alliance are very specific and they include: 1. Building a mutually beneficial partnership between SBU, BNL, BSA, and INCREASE whereby an increase in joint publications, diversity centered collaborations and appointments of the postdoctoral fellows in positions within the consortium will be measures of success. 2. Providing high level training to U.S. citizens who are URM graduate students and postdoctoral trainees about professional and research skills whereby an increase in their research productivity, engagement in mentoring activities, improved science writing, and science communication skills will be measures of success. 3. Transitioning U.S. citizens who are URM graduate students and postdoctoral trainees into professoriate positions at research intensive universities with change measured by an increase in the number of students applying to, receiving offers from, and entering postdoctoral and faculty positions at BSA institutions or other top tier institutions, and postdoctoral fellows applying to, receiving offers, and entering faculty positions at BSA institutions or other top tier institutions.The proposal includes a social science research study that explores whether the level and stability of STEM identity among graduate and postdoctoral fellows is enhanced by increasing levels of self-efficacy over time, and predicts STEM success and persistence outcomes among URMs who are U.S. citizens. The research is testing the psychosocial processes underlying this goal. The research team is assessing two key psychosocial factors, and their corresponding processes, theorized to impact STEM success and persistence among URM graduate students and postdoctoral trainees: the level and stability of STEM specific self-efficacy and STEM identity among URM graduate students and postdoctoral fellows, compared to non-URM graduate students and postdoctoral trainees. A primary vehicle for expected changes in STEM self-efficacy and STEM identity among URM students and postdoctoral fellows should be exposure to the SBU/BNL AGEP FRAME Alliance programming interventions.