Conference: A Three-Part Series to Envision & Enact an Inclusive & Diverse STEM Professoriate

公立和赠地大学协会（APLU）最近发表的工作记录了STEM中代表性不足群体的教师、博士后学者和研究生所面临的经历和障碍，特别是在通往教授学位的后期阶段。在全国范围内，只有渐进式的变化，有效、持久的制度和系统转型实践，以支持学院的多样性、公平和包容性的成功，尚未确定和实施。系统性转型工作需要多个不同利益相关者的投入，确保创造变革的责任由更大的集体分担，特别是在扩大STEM参与方面。这种变化还需要以不同的方式思考棘手的问题，以来自代表性不足群体的STEM教师的经验为中心，并为当前的实践创造新的方法。APLU将召开三个半天的虚拟会议，以解决来自代表性不足群体的STEM教师成功的三个系统性障碍：(1)招聘和雇用，(2)教师评估，(3)机构领导。会议将吸引机构领导人、教育研究人员、学科学会、政策制定者和慈善资助者，共同设想新的实践和研究策略。这个虚拟会议系列旨在吸引学术界广泛的利益相关者，以解决似乎棘手的问题，即在全系统范围内增加来自代表性不足群体的STEM教师，并使用包容性和公平知情的做法。建立一个由变革推动者和学者组成的社区，他们围绕共同的变革议程共同制定和联合起来，将有助于创造动力，并确保支持变革向前发展。每次半天的会议将采用设计思维方法，以教师的经验和观点为中心，特别是那些在STEM领域历史上代表性不足的教师。由此产生的可交付成果和来自机构、资助者、学科和其他组织的代表的参与将作为改进STEM的跳板，通过确定新的实施战略和研究领域，以实现变革的先前成功为基础。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。

Recent work published by the Association of Public and Land-grant Universities (APLU) documents evidence of the experiences and barriers facing faculty, postdoctoral scholars, and graduate students from underrepresented groups in STEM, especially in the later stages of the pathways to the professoriate. Nationally there have been only incremental changes, and effective, lasting institutional and systemic transformation practices to support the success of diversity, equity and inclusion in the academy have yet to be identified and implemented. Systemic transformation efforts require the input of multiple and varied stakeholders, ensuring that the responsibility for creating change is shared by the larger collective, especially in service of broadening participation in STEM. Such change also requires thinking in different ways about intractable problems, centering the experiences of STEM faculty from underrepresented groups, and creating new approaches to current practices. APLU will convene three half-day virtual meetings to address three systemic barriers to success for STEM faculty from underrepresented groups: (1) recruitment and hiring, (2) faculty evaluation, and (3) institutional leadership. The convenings will engage institutional leaders, educational researchers, disciplinary societies, policymakers, and philanthropic funders to envision new practice and research strategies.This virtual conference series is designed to engage a broad number of stakeholders in academia to tackle the seemingly intractable problem of a system-wide increase of STEM faculty from underrepresented groups and the use of inclusive and equity-informed practices. Developing a community of change agents and scholars who have co-developed and coalesced around a common agenda for change will help to create momentum and ensure that change is supported moving forward. Each half-day convening will be facilitated using a design-thinking approach that centers the experiences and perspectives of faculty, especially those faculty historically underrepresented in STEM. The resulting deliverables and engagement or representatives from institutions, funders, disciplines, and other organizations will serve as a launch pad for improving STEM by identifying new strategies for implementation and areas for research to build upon prior successes in effecting change.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.