Collaborative Research: Northern Ohio AGEP-T: A Racially and Ethnically Inclusive Graduate Education Model in Biology, Chemistry and Engineering

凯斯西储大学、肯特州立大学、阿克伦大学、托莱多大学、扬斯敦州立大学、鲍林绿色大学和克利夫兰州立大学将合作创建北方俄亥俄州研究生教育和教授联盟（NOA-AGEP）：一个种族和民族包容的生物、化学和工程研究生教育模式（BCE）。这些联盟学校还将与中央州立大学和塔斯基吉大学合作。该项目是为了响应NSF的研究生教育联盟和教授（AGEP）计划征集（NSF 14-505）的AGEP转换（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，实施和研究创新的循证模型和标准，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，并促进代表性不足的少数民族（URM）的积极做法。NOA-AGEP项目将开发、实施和研究一种模型，以改善URM学生在BCE研究生教育中的参与、准备和成功，并为他们进入教授职位做好准备。该AGEP-T项目将为有关招聘的基础知识做出独特贡献。BCE博士URM的保留和毕业。强调包容性研究生教育，支持研究生的“保护伞”，以及BCE教职员工的广泛多样性培训，为URM STEM博士生入学率低的区域大学集团提供了一个难得的机会，以调查促进包容性政策，实践和举措。 随着该项目的进展而吸取的经验教训以及工作的最终结果将提供有益于教育工作者、行政人员和决策者以及公众的信息。

Case Western Reserve University, Kent State University, the University of Akron, the University of Toledo, Youngstown State University, Bowling Green University and Cleveland State University will collaborate to create the Northern Ohio Alliance for Graduate Education and the Professoriate (NOA-AGEP): A Racially and Ethnically Inclusive Graduate Education Model in Biology, Chemistry and Engineering (BCE). These alliance schools will also partner with Central State University and Tuskegee University. This project was created in response to the NSF's Alliances for Graduate Education and the Professoriate (AGEP) program solicitation (NSF 14-505) 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 underrepresented minorities (URMs). The NOA-AGEP project will develop, implement, and study a model to improve URM student participation, preparation, and success in BCE graduate education, and to prepare them for entry into the professoriateThis AGEP-T project will uniquely contribute to foundational knowledge about the recruitment, retention and graduation of doctoral URMs in BCE. The emphasis on inclusive graduate education, an "umbrella" of supports for graduate students, and extensive diversity training for BCE faculty and staff offers an exceptional opportunity for a regional group of universities with low URM STEM doctoral student enrollment to investigate the promotion of inclusive policies, practices and initiatives. The lessons learned as this project progresses, and the ultimate results from the work, will provide information that will be beneficial to educators, administrators and policymakers, as well as the general public.