Collaborative Research: The Willow AGEP Alliance: A Model to Advance Native American STEM Faculty

蒙大拿大学、萨利什·库特奈学院和坐牛学院将在柳树联盟中合作，开发、实施和研究STEM教职员工的职业成功模式，这些教师和工作人员登记在美洲原住民部落或其后代中。该联盟是为响应研究生教育和教授(AGEP)计划征集联盟(NSF 16-552)而创建的。AGEP计划寻求增进有关模式的知识，以改善历史上代表性不足的少数族裔(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资格和成功途径。AGEP转型联盟开发、复制或复制；通过综合教育和社会科学研究，实施和研究模式，以改变博士教育的博士论文阶段、博士后培训和/或教师晋升，以及STEM和/或STEM教育研究生涯中URM的路径级别内和跨路径的过渡。最近的报告显示，我国的大学和学院只雇用了700名美洲原住民科学和工程学博士学位持有者。大学和学院正在努力招聘、留住和提拔美洲原住民STEM教师，他们是美洲原住民学生学习、合作和效仿的榜样和学术领袖，以解决我国原住民和非原住民本科生和研究生之间的STEM成就差距。柳树AGEP联盟有潜力推动一个模式，以提高美洲原住民在教学STEM教师职位上的成功和留住，为专上学术机构中原住民STEM本科生和研究生的原生STEM榜样做出贡献。柳树AGEP联盟计划开发、实施和研究美国原住民STEM教师的专业成功模式。参与者包括在三所合作学院之一工作的美国原住民STEM教师。该项目包括模式中的三个干预部分：指导方案；赠款准备和管理培训活动；以及侧重于留住努力的机构支助方案。综合定性研究将考察土著STEM教学教职员工的个人、关系和集体经历，以促进或抑制专业发展和职业晋升；检查影响晋升和晋升的潜在制度问题；检查教职员工促进晋升和晋升的方法；检查不同类型的大学和学院(部落和非部落)如何支持美洲土著STEM教学教职员工；以及STEM部门的氛围，以比较非土著STEM教学教职员工和本地STEM教学教职员工如何经历专业发展、晋升和晋升。形成性和总结性评价计划遵循土著评价框架。有一个向团队反馈意见的顾问委员会，以及一个传播计划，包括与蒙大拿州、北达科他州、爱达荷州和华盛顿州的其他部落学院和非部落大学分享。

The University of Montana, Salish Kootenai College, and Sitting Bull College will collaborate in the Willow Alliance to develop, implement, and study a model for the professional success of STEM instructional faculty and staff who are enrolled in, or descendants of, Native American tribes. This alliance was created in response to the 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.Recent reports indicate that only 700 Native American science and engineering doctoral degree holders are employed full time in our nation's universities and colleges. Universities and colleges are endeavoring to recruit, retain, and promote Native American STEM faculty who serve as role models and academic leaders for Native American students to learn from, to work with, and to emulate in order to address the STEM achievement gap between native and non-native undergraduate and graduate students in our nation. The Willow AGEP Alliance has the potential to advance a model to improve the success and retention of Native Americans in instructional STEM faculty positions, contributing to native STEM role models for native STEM undergraduate and graduate students at postsecondary academic institutions.The Willow AGEP Alliance plans to develop, implement, and study a model for the professional success of Native American STEM faculty. Participants include Native American STEM faculty working at one of the three partnering colleges. The project includes three intervention components in the model: a mentoring program; grant preparation and management training activities; and an institutional support program, which focuses on retention efforts. The integrated qualitative research will examine the personal, relational, and collective experiences of the native STEM instructional faculty and staff that enhance or inhibit professional development and career advancement; examine the underlying institutional issues affecting promotion and advancement; examine the approaches the faculty and staff use to increase promotion and advancement; examine the how different types of universities and colleges (tribal vs. non-tribal) support Native American STEM instructional faculty and staff; and examine the climate of STEM departments to compare how non-native STEM instructional faculty and staff and native STEM instructional faculty and staff experience professional development, promotion and advancement. The formative and summative evaluation plan follows an indigenous evaluation framework. There is an advisory board for feedback to the team, and a dissemination plan to include sharing with other tribal colleges and non-tribal universities in Montana, North Dakota, Idaho and Washington.