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

四所德克萨斯农工大学系统大学，即德克萨斯农工大学（TAMU）大学城、TAMU科珀斯克里斯蒂、TAMU金斯维尔和Prairie View a&m大学，正在与德克萨斯农工大学系统联盟合作，开发、实施和研究一个模型，以开发、实施和研究一个模型，帮助历史上代表性不足的少数族裔STEM博士候选人完成学位，过渡到博士后奖学金，然后成功进入并在教师职业生涯中取得进步。该联盟是为了响应NSF的研究生教育和教授联盟（AGEP）计划征集（NSF 16-552）而创建的。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）研究生、博士后和教师在特定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。该联盟也由美国国家科学基金会研究培训计划（NRT）和美国国家科学基金会历史黑人学院和大学本科计划（HBCU-UP）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，留住和提升URM 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副教授和正教授占这些高级教师职位的8%，在全国最具研究密集型的机构中，这些职位约占6%。德克萨斯农工大学系统AGEP联盟有潜力推进一种模式，以提高URM研究生和博士后学者在进入和进入STEM教授职位时的成功。德克萨斯a&m系统AGEP联盟正在开发、实施和研究一种新的模式，以促进STEM博士候选人完成博士学位，进入博士后研究，并在教师职位上取得成功。参加者包括主修生物医学工程、化学、电子和计算机工程、环境工程、海洋生物学和野生动物科学等领域的非裔美国人、西班牙裔美国人或美洲原住民。模型的开发、实施和测试，侧重于一套独特的干预措施，包括为参与者使用个性化的发展计划，因为他们从博士到博士后学者再到教师；为参与者提供与沟通、写作、网络和工作准备/过渡相关的专业发展机会；为参与者提供机构和具体领域专家级别的导师；并为参与者提供在传统黑人学院和大学体验学术文化和活动的机会。这项综合研究将解决污名化对非STEM和STEM非裔美国人和西班牙裔美国人的影响。形成性和总结性评价由博士主持。来自橡树岭联合大学的艾琳·伯尔和金伯利·凯利。设有一个外部咨询委员会，就项目的成效和结果向小组提供反馈意见，并设有一个单独的外部咨询小组，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.