Collaborative Research: The Texas A&M System AGEP Alliance: A Model to Advance Historically Underrepresented Minorities in the STEM Professoriate

四个得克萨斯州A& M系统大学，得克萨斯州A& M大学（TAMU）学院站，TAMU科珀斯克里斯蒂，TAMU金斯维尔和草原视图A& M大学，正在合作在得克萨斯州A& M系统联盟开发，实施和研究一个模型，以开发，实施和研究一个模型，为历史上代表性不足的少数STEM博士候选人完成学位，过渡到博士后奖学金，这个联盟是为了响应美国国家科学基金会的研究生教育联盟和教授（AGEP）计划的征集而建立的（NSF 16-552）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）研究生，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，复制或复制;实施和研究，通过综合教育和社会科学研究，模型来改变博士教育，博士后培训和/或教师晋升的论文阶段，以及在STEM和/或STEM教育研究职业中的URM的途径水平内和跨途径水平的过渡。该联盟还得到了NSF研究培训计划（NRT）和NSF历史上的黑人学院和大学-本科生计划（HBCU-UP）的资助。随着国家解决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，留住和推广URM STEM教师，他们作为URM学生学习的榜样和学术领袖，与之合作和效仿。最近的NSF报告表明，URM STEM副教授和正教授在所有4年制学院和大学中占这些高级教师职位的8%，在美国最研究密集型的机构中占这些职位的6%。德克萨斯农工系统AGEP联盟有潜力提出一种模式，以提高URM研究生和博士后学者在进入STEM教授职位并晋升时的成功。德克萨斯农工系统AGEP联盟正在开发、实施和研究一种新的模式，用于推进STEM博士生完成博士学位、进入博士后研究金并在教师职位上取得成功。 参加者包括非裔美国人、西班牙裔美国人或美洲土著人，主修生物医学工程、化学、电气和计算机工程、环境工程、海洋生物学和野生动物科学。该模式的开发、实施和测试侧重于一套独特的干预措施，包括在参与者从论文作者过渡到博士后学者再到教师时为他们使用个性化的发展计划;为参与者提供与沟通、写作、建立网络和工作准备/过渡有关的专业发展机会;为参与者提供机构和具体领域专家一级的导师;并为参与者提供在历史悠久的黑人学院和大学体验学术文化和活动的机会。综合研究将解决污名化对非STEM和STEM非洲裔美国人和西班牙裔美国人的男性和女性成年人的影响。 形成性和总结性评价由橡树岭联合大学的Erin Burr和Kimberle Kelly博士进行。有一个外部咨询委员会，将向小组提供有关项目的有效性和成果的反馈意见，还有一个独立的外部咨询小组负责综合研究。

Four Texas A&M System Universities, The Texas A&M University (TAMU) College Station, TAMU Corpus Christi, TAMU Kingsville and Prairie View A&M University, are collaborating in the Texas A&M System Alliance to develop, implement and study a model to develop, implement and study a model for historically underrepresented minority STEM doctoral candidates completing degrees, transitioning into postdoctoral fellowships, and then successfully entering and progressing in faculty careers.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. This Alliance is also funded by the NSF Research Traineeship Program (NRT) and the NSF's Historically Black Colleges and Universities - Undergraduate Program (HBCU-UP). As the nation addresses 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, work with and emulate. Recent NSF reports indicate that URM STEM associate and full professors occupy 8% of these 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 Texas A&M System AGEP Alliance has potential to advance a model to improve the success of URM graduate students and post-doctoral scholars as they enter and advance in the STEM professoriate.The Texas A&M System AGEP Alliance is developing, implementing and studying a new model for advancing dissertating STEM doctoral candidates as they complete their doctorates, enter postdoctoral fellowships, and succeed in faculty positions. Participants include women and men who are either African American, Hispanic American or Native American and who are majoring in the fields of Biomedical Engineering, Chemistry, Electrical and Computer Engineering, Environmental Engineering, Marine Biology, and Wildlife Science. The model development, implementation and testing, focuses on a unique set of interventions, including using individualized development plans for participants as they transition from dissertator to postdoctoral scholar to faculty; providing participants with professional development opportunities related to communication, writing, networking and job preparation/transition; supporting participants with mentors at the institutional and field-specific expert levels; and offering participants opportunities to experience academic culture and activities at historically black colleges and universities. The integrated research will address the effects of stigmatization on male and female adults who are non-STEM and STEM African Americans and Hispanic Americans. The formative and summative evaluation is being conducted by Drs. Erin Burr and Kimberle Kelly, from the Oak Ridge Associated Universities. There is an external advisory committee which will provide feedback to the team on the effectiveness and outcomes of the project, as well as a separate external advisory group for the integrated research studies.