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Collaborative Research: The AGEP Engineering Alliance: A Model to Advance Historically Underrepresented Minority Postdoctoral Scholars and Early Career Faculty in Engineering

合作研究：AGEP 工程联盟：促进历史上代表性不足的少数族裔博士后学者和工程领域早期职业教师的模式

基本信息

批准号：
1821008
负责人：
Sylvia Mendez
金额：
$ 51.48万
依托单位：
University of Colorado at Colorado Springs
依托单位国家：
美国
项目类别：
Continuing Grant
财政年份：
2019
资助国家：
美国
起止时间：
2019-01-01 至 2024-12-31
项目状态：
已结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=1821008&HistoricalAwards=false
关键词：
Collaborative Research AGEP Engineering Alliance

项目摘要

This Alliance brings together four universities with the goal of developing, implementing, studying, evaluating and disseminating a model focusing on career development for historically underrepresented minority (URM) engineering postdoctoral scholars, who successfully transition into early career faculty positions, and eventually become tenured and promoted in Engineering academic departments. The AGEP Engineering Alliance works with URM postdoctoral scholars to provide them with mentoring, professional development training and the skills necessary to succeed in academic faculty positions. The model also addresses the needs of the early career faculty, including teaching pedagogy training, grant-writing and student mentoring education. The model work is through partnerships between the Georgia Institute of Technology, Florida Agricultural and Mechanical University, William Marsh Rice University, and the University of Colorado Colorado Springs.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 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. While this Alliance is primarily funded by the AGEP program, additional support has been provided by the NSF INCLUDES program, which focuses on catalyzing the STEM enterprise to collaboratively work for inclusive change; the Directorate for Engineering's Engineering Research Centers (ERCs) and the Broadening Participation in Engineering (BPE) program; and the Directorate for Education and Human Resources' Historically Black Colleges and Universities - Undergraduate Program (HBCU-UP) and Centers for Excellence in Science and Technology (CREST) program.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 AGEP Engineering Alliance has the potential to advance a model to improve the success of URM early career faculty in the field of Engineering, which ultimately leads to improved academic mentorship for URM undergraduate and graduate students in STEM.One of the research components of the Alliance investigates Engineering post-graduation plans for PhD graduates and their faculty pathways, and another study examines the policies and practices of higher education Engineering programs.The AGEP Engineering Alliance team will work with the BSCS Science Learning to conduct formative and summative evaluations. They will also engage an Executive Board of institutional administrators and leaders, as well as an external Advisory Board. The boards will provide feedback to the Alliance team and suggest adjustments to the project's management, to the research, and to the model development, implementation, testing, evaluation, dissemination, sustainability and reproduction potential. The boards will also provide input about how the Alliance work impacts institutional policies and practices to advance URM postdoctoral scholars and early career faculty in their academic Engineering careers.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

该联盟汇集了四所大学，目标是开发、实施、研究、评估和传播一种模式，重点关注历史上代表性不足的少数民族（URM）工程博士后学者的职业发展，这些学者成功地过渡到早期的职业教师职位，并最终在工程学术部门获得终身教职和晋升。AGEP工程联盟与URM博士后学者合作，为他们提供指导，专业发展培训和在学术教职岗位上取得成功所需的技能。该模式还解决了早期职业教师的需求，包括教学教学法培训、拨款写作和学生指导教育。这项示范工作是由佐治亚理工学院、佛罗里达农业和机械大学、威廉·马什·赖斯大学和科罗拉多大学科罗拉多斯普林斯分校合作完成的。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计划旨在提高对模型的了解，以改善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。虽然该联盟主要由AGEP项目资助，但NSF INCLUDES项目也提供了额外的支持，该项目专注于催化STEM企业协同工作，实现包容性变革；工程局的工程研究中心（ERCs）和扩大工程参与（BPE）计划；以及教育和人力资源部的传统黑人学院和大学本科项目（HBCU-UP）和科学技术卓越中心（CREST）项目。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%。AGEP工程联盟有潜力推进一种模式，以提高URM早期职业教师在工程领域的成功，最终改善URM本科生和研究生在STEM领域的学术指导。该联盟的一个研究组成部分调查了博士毕业生的工程毕业后计划及其教师路径，另一个研究调查了高等教育工程项目的政策和实践。AGEP工程联盟团队将与BSCS科学学习合作，进行形成性和总结性评估。他们还将聘请一个由机构行政人员和领导人组成的执行局，以及一个外部咨询委员会。委员会将向联盟团队提供反馈，并对项目管理、研究、模型开发、实施、测试、评估、传播、可持续性和再生产潜力提出调整建议。董事会还将提供关于联盟工作如何影响机构政策和实践的意见，以促进URM博士后学者和早期职业教师的学术工程生涯。该奖项反映了美国国家科学基金会的法定使命，并通过使用基金会的知识价值和更广泛的影响审查标准进行评估，被认为值得支持。

项目成果

期刊论文数量（9）

专著数量（0）

科研奖励数量（0）

会议论文数量（0）

专利数量（0）

Exploring the effects of institutional research level on engineering PhD recipients’ post-graduation plans

探讨机构研究水平对工程博士获得者毕业后计划的影响

DOI：
发表时间：
2021
期刊：
2021 Annual Meeting of the American Educational Research Association
影响因子：
0
作者：
Mendez, S. L.
通讯作者：
Mendez, S. L.

Sacrifice: Messages STEM Postdoctoral Scholar Women Receive about Career and Family

牺牲：STEM 博士后学者女性收到的关于职业和家庭的信息

DOI：
发表时间：
2022
期刊：
2022 ASEE Annual Conference & Exposition
影响因子：
0
作者：
Mendez, S. L.;Watson, K.;and Conley, V. M.
通讯作者：
and Conley, V. M.

The challenge of postdoc’ing in the US: Perspectives from international engineering postdoctoral scholars

美国博士后的挑战：国际工程博士后学者的观点

DOI：
发表时间：
2023
期刊：
European Society for Engineering Education Annual Conference
影响因子：
0
作者：
Mendez, S. L.;Watson, K.;Tygret, J. A.
通讯作者：
Tygret, J. A.

Exploring the mentoring needs of engineering postdoctoral scholars of color: Is systematic change required in the postdoctoral training environment?

探讨有色人种工程博士后的指导需求：博士后培养环境是否需要系统性变革？

DOI：
发表时间：
2021
期刊：
2021 American Society for Engineering Education Annual Conference & Exposition
影响因子：
0
作者：
11. Mendez, S. L.
通讯作者：
11. Mendez, S. L.

Professorial fit: perceptions of engineering postdoctoral scholars

教授契合度：工程博士后学者的看法

DOI：
10.1108/sgpe-07-2021-0052
发表时间：
2022
期刊：
Studies in Graduate and Postdoctoral Education
影响因子：
1.1
作者：
Mendez, Sylvia L.;Cooksey, Sarah E.;Starkey, Kathryn E.;Conley, Valerie Martin
通讯作者：
Conley, Valerie Martin