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、马里兰大学学院公园分校和德克萨斯大学阿灵顿分校将合作开发、建立和测试“网络改进社区”模型的影响，该模型专注于改善各种机构的论文作者体验，目标是减少负面氛围对教师职业兴趣的影响。该项目是为了响应 NSF 研究生教育和教授联盟 (AGEP) 计划征集 (NSF 16-552) 而提交的。 GEP 项目旨在增进对模型的了解，以改善历史上代表性不足的少数族裔 (URM) 学生、博士后研究员和特定 STEM 学科和/或 STEM 教育研究领域教师的成功之路。 AGEP 转型联盟通过综合教育/社会科学研究，开发或复制/复制、实施和研究模型，以转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 的内部和跨途径水平的转变。该项目包括解决教师和博士后行为和知识的活动，有关指导、建议和减轻隐性偏见和微侵犯的活动，以及支持的活动论文通过类似于教师研讨会的研讨会、建立队列和同行指导。十个联盟成员的上层结构将共同努力生产和共享信息，并更广泛地传播变革。评估将由玛丽莲·艾米博士领导的密歇根州立大学团队进行。协作过程中内置了综合研究，社区将经历四个计划-实施-研究-行动周期，首先通过协作共享有关干预措施的信息、计划改进、协调评估和传播有效的干预措施，然后将其传播到 46 个机构的 CIRTL 网络。研究问题将涉及 1) 学生对其院系和学科参与的描述，2) 哪些经历和关系对增强学生对教师职业的兴趣最有影响力，以及 3) 同伴和外部支持如何影响论文作者的社区意识。除了测试九个机构的各种干预措施对从论文作者到教师的过渡以及论文作者所经历的氛围的影响之外，该项目还将通过社交网络分析、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.