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、佐治亚大学、马里兰大学帕克分校和德克萨斯大学阿灵顿分校将合作开发，建立并测试“网络改进社区”模型的影响，该模型专注于改善在各种机构的论文作者的经历，目标是减少负面氛围对教师职业兴趣的影响。该项目是响应美国国家科学基金会研究生教育和教授联盟（AGEP）项目征集（NSF 16-552）而提交的。AGEP计划旨在推进有关模型的知识，以改善特定STEM学科和/或STEM教育研究领域中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通往教授和成功的途径。AGEP转型联盟通过综合教育/社会科学研究，开发或复制、实施和研究模式，以改变博士教育的论文阶段、博士后培训和/或教师晋升，以及STEM和/或STEM教育研究职业中urm内部和跨途径水平的过渡。该项目包括针对教师和博士后的行为和知识的活动，包括指导、建议、减轻隐性偏见和微侵犯，以及通过类似于教师研讨会的研讨会、建立团队和同伴指导来支持论文作者的活动。一个由十个联盟成员组成的上层结构将共同努力，生产和分享信息，并更广泛地传播变革。评估将由密歇根州立大学的一个由Marilyn Amey博士领导的小组进行。整合研究被构建到协作过程中，社区将经历四个计划-执行-研究-行动周期，首先通过协作分享有关干预措施的信息，计划改进，协调评估，并传播有效的干预措施，然后将其传播到46个机构CIRTL网络。研究问题将涉及：1)学生对其所在院系和学科的参与情况的描述；2)哪些经历和关系对加强学生对教师职业的兴趣最有影响；3)同行和外部支持如何影响博士生的社区意识。除了测试各种干预措施对九个机构从博士到教师的转变以及博士所经历的气候的影响外，该项目还将通过社会网络分析、半结构化访谈以及对当地和社区会议记录的定性分析来评估网络本身的影响。

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.