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

合作研究：Willow AGEP 联盟：促进美国原住民 STEM 教师发展的模式

• 批准号: 1723248
• 负责人: Ke Wu
• 金额: $ 178.07万
• 依托单位: University of Montana
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2017
• 资助国家: 美国
• 起止时间: 2017-08-01 至 2024-07-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1723248&HistoricalAwards=false
• 关键词: Collaborative; Research; Willow; AGEP; Alliance

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.

蒙大拿大学、萨利什·库特奈学院和坐牛学院将在 Willow Alliance 中合作，开发、实施和研究一个模型，帮助美国原住民部落或其后裔的 STEM 教学教职人员取得职业成功。 该联盟是为了响应研究生教育和教授联盟 (AGEP) 计划征集 (NSF 16-552) 而创建。AGEP 计划旨在增进有关模型的知识，以改善历史上代表性不足的少数族裔 (URM) 研究生、博士后研究员和特定 STEM 学科和/或 STEM 教育研究领域的教师的成功之路。 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，实施和研究模型，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 STEM 和/或 STEM 教育研究职业中 URM 的内部和跨途径水平的转变。最近的报告表明，只有 700 名美国原住民科学和工程博士学位持有者在我们国家的大学和学院全职工作。 大学和学院正在努力招募、留住和提拔美国原住民 STEM 教师，他们是美国原住民学生的榜样和学术领袖，可以向他们学习、合作和效仿，以缩小美国本土学生和非本土本科生和研究生之间在 STEM 成绩上的差距。 Willow AGEP 联盟有潜力推进一种模式，以提高美国原住民在 STEM 教学职位​​上的成功率和保留率，为高等教育机构的本地 STEM 本科生和研究生树立本地 STEM 榜样。Willow AGEP 联盟计划开发、实施和研究美国原住民 STEM 教师职业成功的模型。 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。该项目在模型中包括三个干预部分：指导计划；赠款准备和管理培训活动；以及侧重于保留工作的机构支持计划。 综合定性研究将考察本土 STEM 教学教职人员的个人、关系和集体经验，这些经验可以增强或抑制专业发展和职业发展；审查影响晋升和晋升的根本体制问题；检查教职员工用于增加晋升和进步的方法；研究不同类型的大学和学院（部落与非部落）如何支持美洲原住民 STEM 教学教职员工；并检查 STEM 部门的氛围，比较非本地 STEM 教学教职人员和本地 STEM 教学教职人员和教职人员如何经历专业发展、晋升和进步。 形成性和总结性评估计划遵循本土评估框架。 有一个咨询委员会负责向团队提供反馈，并制定了一项传播计划，其中包括与蒙大拿州、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共享。

项目成果

Exploring personal, relational, and collective experiences and mentorship connections that enhance or inhibit professional development and career advancement of native American faculty in STEM fields: A qualitative study.

探索促进或抑制 STEM 领域美国本土教师专业发展和职业发展的个人、关系和集体经验以及导师关系：一项定性研究。

• DOI: 10.1037/dhe0000376
• 发表时间: 2022
• 期刊: Journal of Diversity in Higher Education
• 影响因子: 2.4
• 作者: Brown, Blakely;Pedersen, Maja;Harrington, Jennifer;Belcourt, Annie;Windchief, Sweeney;Thomas, Aaron;Plenty Sweetgrass-She Kills, Ruth;Conroy-Ben, Otakuye;Brodt, Erik;Chief, Karletta
• 通讯作者: Chief, Karletta

The Six Rs of Indigenous Research

本土研究的 6R

• 发表时间: 2022
• 期刊: Tribal college journal of American Indian higher education
• 作者: Tsosie, R.L.;Grant, A.D.;Harrington, J.;Wu, K.;Thomas, A.;Chase, S.;Barnett, D.;Hill, S.B.;Belcourt, A.;Brown, B.
• 通讯作者: Brown, B.