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、保龄格林大学和克利夫兰州立大学将合作创建北俄亥俄州研究生教育和教授联盟(NOA-AGEP)：一个包含种族和民族的生物、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。该项目是为响应NSF研究生教育联盟和AGEP转化(AGEP-T)轨道的专家(AGEP)计划征集(NSF 14-505)而创建的。AGEP-T Track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式和标准，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，并促进代表不足的少数群体(URM)的积极做法。NOA-AGEP项目将开发、实施和研究一种模式，以提高URM学生在BCE研究生教育中的参与度、准备工作和成功程度，并为他们进入教授职位做准备。这个AGEP-T项目将独特地为BCE中博士URM的招聘、保留和毕业的基础知识做出贡献。对包容性研究生教育的重视、对研究生的“保护伞”支持，以及对BCE教职员工的广泛多样性培训，为URM STEM博士生入学率较低的区域大学集团提供了一个调查包容性政策、做法和倡议促进情况的难得机会。随着这一项目的进展而吸取的经验教训以及工作的最终成果，将为教育工作者、行政人员、政策制定者以及普通公众提供有益的信息。

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.