Collaborative Research: AGEP Transformation Alliance: CIRTL AGEP - Improved Academic Climate for STEM Dissertators and Postdocs to Increase Interest in Faculty Careers

爱荷华州州立大学、波士顿大学、康奈尔大学、霍华德大学、密歇根州立大学、西北大学、布法罗大学、格鲁吉亚大学、马里兰州大学公园分校和德克萨斯大学阿灵顿分校将合作开发，建立并测试“网络化改进社区”模型的影响重点是改善在各种机构的论文经验，以减少对教师职业兴趣的负面气候的影响的目标。该项目是响应NSF的研究生教育联盟和教授（AGEP）计划征集（NSF 16-552）提交的。AGEP计划旨在推进有关模型的知识，以改善历史上代表性不足的少数民族（URM）学生，博士后研究员和教师在特定STEM学科和/或STEM教育研究领域的教授和成功途径。AGEP转型联盟开发或复制/复制，实施和研究，通过综合教育/社会科学研究，模式，以改变博士教育的论文阶段，博士后培训和/或教师的进步，以及内部和跨途径水平的过渡，URM在STEM和/或STEM教育研究生涯。该项目包括活动，以解决教师和博士后行为和有关指导的知识，建议，并减轻隐含的偏见和微攻击，以及通过类似于教师研讨会的研讨会，建立同伙和同行指导活动，以支持论文作者。由十个联盟成员组成的超级结构将共同努力，产生和分享信息，并更广泛地传播变革。评估将由来自密歇根州立大学的Marilyn Amey博士领导的一个小组进行。综合研究是建立在协作过程中，因为社区将经历四个计划-做-研究-行动周期，以分享有关干预措施的信息，计划改进，协调评估，并首先通过协作传播有效的干预措施，然后将其传播到46个机构CIRTL网络。研究问题将解决1）与他们的部门和学科的参与学生的描述，2）哪些经验和关系是最有影响力的，在加强学生的兴趣在教师的职业生涯，以及3）同行和外部支持如何影响社区感的论文。沿着测试的各种干预措施的影响，在九个机构的过渡，从博士学位论文的教师和气候所经历的博士学位论文，该项目将评估网络本身的影响，通过社会网络分析，半结构化访谈，定性分析当地和社区会议记录。

Iowa State University, Boston University, Cornell University, Howard University, Michigan State University, Northwestern University, University of Buffalo, University of Georgia, University of Maryland College Park, and University of Texas at Arlington will collaborate to develop, build and test the impact of a model of a "networked improvement community" focused on improving dissertator experiences at a variety of institutions with the goal of reducing the effect of negative climate on interest in faculty careers. The project was submitted in response to the NSF's Alliances for Graduate Education and the Professoriate (AGEP) program solicitation (NSF 16-552). The AGEP program seeks to advance knowledge about models to improve pathways to the professoriate and success of historically underrepresented minority (URM) students, postdoctoral fellows and faculty in specific STEM disciplines and/or STEM education research fields. AGEP Transformation Alliances develop or replicate/reproduce, implement and study, via integrated educational/social science research, models to transform the dissertator phase of doctoral education, postdoctoral training and/or faculty advancement, and the transitions within and across the pathway levels, of URMs in STEM and/or STEM education research careers.The project includes activities to address faculty and postdoc behavior and knowledge about mentoring, advising, and mitigating implicit bias and micro-aggressions as well as activities to support dissertators through workshops similar to faculty workshops, building cohorts and peer mentoring. A super-structure of the ten alliance members will work together to produce and share information and disseminate change more broadly. Evaluation will be done by a team from Michigan State University led by Dr. Marilyn Amey. Integrated research is built into the collaborative process as the community will go through four plan-do-study-act cycles to share information about interventions, plan improvements, coordinate evaluation, and spread effective interventions through first the collaboration and then disseminate them to the 46 institution CIRTL network. Research questions will address 1) student descriptions of engagement with their departments and disciplines, 2) which experiences and relationships are most influential in strengthening students' interest in faculty careers, and 3) how peers and external supports influence sense of community for dissertators. Along with testing the impact of a variety of interventions at nine institutions on the transition from dissertators to faculty and on the climate experienced by dissertators, the project will evaluate the impact of the network itself through a social network analysis, semi-structured interviews, and qualitative analysis of local and community meeting records.