California AGEP Model to Increase the Success of Underrepresented Minority Postdoctoral Fellows Becoming Faculty in Mathematics, Engineering and Physical and Computer Sciences

加州大学伯克利分校将与加州大学洛杉矶分校、斯坦福大学和加州理工学院共同领导一个区域网络，以完善、实施、研究、维持、传播并开始在全国范围内扩展、复制和复制当前多维度的加州AGEP联盟模式。该联盟是根据美国国家科学基金会研究生教育和教授联盟（AGEP）项目招标（NSF 16-552）而创建的。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教育研究领域的历史上代表性不足的少数民族（URM）研究生、博士后和教师通往教授和成功的途径。AGEP转型联盟的发展、复制或再生产；通过综合教育和社会科学研究，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，以及在STEM和/或STEM教育研究职业中urm内部和跨途径水平的过渡。由于我们的国家面临着URM和非URM本科生和研究生之间的STEM成就差距，我们的大学和学院努力招聘，留住和提升URM的STEM教师，他们作为URM学生学习，合作和模仿的榜样和学术领袖。美国国家科学基金会最近的报告显示，在所有四年制学院和大学中，URM STEM副教授和正教授占高级教师职位的8%，在美国最具研究密集型的机构中，这一比例约为6%。加州AGEP联盟II有可能推进一种模式，以改善URM在STEM教师职位上的代表性，最终为全国高等教育机构的STEM本科生和研究生提供URM STEM榜样。加州AGEP联盟II将完善该模式的实践社区、研究交流、指导和专业发展组成部分，同时显著增加对与研究生和博士后一起工作的教师有关公平和包容性教育和指导实践的最新知识的传播。综合研究将继续调查身份，结构和归属的交叉点，包括目标1)牢固地建立结构化研究生课程的作用，作为解释学生群体在研究参与方面的显著差异的核心解释变量；2)研究归属与结构的同时作用，作为绘制STEM部门“心理空间”的两条轴线，并研究结构与归属的相互作用；3)关注学生被污名化的身份可能对结构和归属感特别敏感的方式。人种志和定量研究方法将用于解决调查中的研究问题。美国科学促进会的Trellis项目将为合作机构的合作努力提供一个在线平台，用于向全国STEM社区传播模型信息，并将联盟参与者与公共和私人组织联系起来。外部项目评估小组将由Flora McMartin博士领导，他也将与联盟内部评估/数据收集人员密切合作。外部顾问委员会将通过年度咨询向项目团队提供建议。

The University of California-Berkeley will lead a regional network with the University of California-Los Angeles, Stanford University and the California Institute of Technology to refine, implement, study, sustain, disseminate and begin expanding, reproducing and replicating the current multi-dimensional California AGEP Alliance model at the national level. This alliance was created 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) graduate students, postdoctoral fellows and faculty in specific STEM disciplines and/or STEM education research fields. AGEP Transformation Alliances develop, replicate or reproduce; implement and study, via integrated educational and 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.As our nation is confronted with a STEM achievement gap between URM and non-URM undergraduate and graduate students, our universities and colleges struggle to recruit, retain and promote URM STEM faculty who serve as role models and academic leaders for URM students to learn from, to work with and to emulate. Recent NSF reports indicate that URM STEM associate and full professors occupy 8% of the senior faculty positions at all 4-year colleges and universities and about 6% of these positions at the nation's most research-intensive institutions. The California AGEP Alliance II has the potential to advance a model to improve the representation of URMs in STEM faculty positions, eventually providing URM STEM role models to STEM undergraduate and graduate students at postsecondary academic institutions across the Nation.The California AGEP Alliance II will refine the community-of-practice, research exchange, mentoring and professional development components of the model while significantly increasing the dissemination of state-of-the art knowledge about equitable and inclusive educational and mentoring practices to faculty who work with graduate students and postdoctoral fellows. The integrated research will continue investigating the intersections of identity, structure and belonging, including goals 1) to firmly establish the role of a structured graduate program as a core explanatory variables that accounts for significant disparities among student groups in research participation; 2) to examine the simultaneous role of belonging, alongside structure, as two axes along which to map the "psychological space" of STEM departments, and to examine the interplay of structure and belonging; and 3) to zero in on the ways in which students' stigmatized identities may be particularly sensitive to structure and belonging. Ethnographic and quantitative research methods will be used to address the research questions under investigation. The AAAS Trellis program will provide an online platform for the partnering institutions' collaboration efforts, for disseminating model information to a national STEM community, and for linking participants in the alliance with public and private organizations. The external project evaluation team will be led by Dr. Flora McMartin, who will also collaborate closely with the alliance internal evaluation/data collection staff. An external advisory board will provide advice to the project team through annual consultation.