Collaborative Research: AGEP FC-PAM: Project ELEVATE (Equity-focused Launch to Empower and Value AGEP Faculty to Thrive in Engineering)

卡内基梅隆大学、约翰霍普金斯大学和纽约大学将作为一个联盟团队合作，开发一个模式，以促进对AGEP项目感兴趣的人群中早期职业终身工程教师的公平发展。AGEP教师职业路径联盟模型（FCPAM）的目标是开发、实施、自学和制度化一个职业路径模型，该模型可以适用于其他类似机构，以促进早期职业STEM教师，这些教师是AGEP项目感兴趣的人群：非洲裔美国人、西班牙裔美国人、美洲印第安人、阿拉斯加原住民、夏威夷原住民和太平洋原住民。AGEP FCPAM将为私立、高选择性研究机构的制度变革提供一个框架，使所有教师都能成为一个协作社区的成员。改善这些教师的经验可以增加工程学院的多样性，最终导致更多来自不同人群的STEM学生毕业，并增加STEM劳动力的多样性。改善公平和包容对于提高STEM教师水平、教育美国未来的STEM劳动力、培养个人机会以及为美国经济繁荣做出贡献至关重要。因此，美国国家科学基金会AGEP项目的资助旨在促进和加强支持公平和包容的系统性因素，从而减轻学术专业和工作场所的系统性不平等。FCPAM奖励旨在支持联盟模式的发展、实施、评估和制度化，这些模式将在类似的高等教育机构中推进AGEP人口。FCPAM合作者还研究了社会文化、经济、结构、领导和制度变量如何影响FCPAM的形成，以及合作者为促进AGEP人口而实施的策略或干预措施。联盟的干预措施将集中在三个主要领域：1)以公平为中心的制度变革，旨在进行结构性变革，以支持AGEP教师的进步；2)认同导师的身份，向AGEP教师提供全面的专业支持；3)包容性专业发展，使所有工程学院和机构领导者具备实施包容性实践的技能，并为AGEP学院的教师提供职业发展的装备。来自工程女性主动网络和NSF INCLUDES ASPIRE联盟的包容性专业框架的循证实践将成为AGEP FCPAM活动的基础。一名内部评估员将领导自我学习和形成性评估，这将促进有关制度障碍的知识，这些障碍会对AGEP人口在学术STEM职业生涯中的进步产生负面影响，并关注文化和交叉身份在AGEP教师成功中的作用。一名外部评估人员将使用文化响应框架提供总结性评估，以评估项目活动的实施情况和联盟模式的发展情况。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。

Carnegie Mellon University, Johns Hopkins University, and New York University will work as an Alliance team to develop a model to promote the equitable advancement of early career tenure-stream engineering faculty from populations of interest to the AGEP program. The goal of this AGEP Faculty Career Pathways Alliance Model (FCPAM) is to develop, implement, self-study, and institutionalize a career pathway model, that can be adapted for use at other similar institutions, for advancing early career STEM faculty who are members of populations of interest to the AGEP program: African Americans, Hispanic Americans, American Indians, Alaska Natives, Native Hawaiians, and Native Pacific Islanders. This AGEP FCPAM will provide a framework for institutional change at private, highly selective research institutions that will enable all faculty to be members of a collaborative community. Improving the experience of these faculty can lead to increased diversity in the engineering faculty and ultimately result in graduating more STEM students from diverse populations and increasing diversity in the STEM workforce. Improving equity and inclusion is critical to advancing STEM faculty, educating America’s future STEM workforce, fostering individual opportunity and contributing to a thriving U.S. economy. The NSF AGEP program, therefore, funds grants that advance and enhance the systemic factors that support equity and inclusion and, consequently, mitigate the systemic inequities in the academic profession and workplace. FCPAM awards are intended to support the development, implementation, evaluation, and institutionalization of Alliance models that will advance AGEP populations, within similar institutions of higher education. FCPAM collaborators also study how socio-cultural, economic, structural, leadership and institutional variables affect the formation of the FCPAM, and the strategies or interventions the collaborators implement to advance AGEP populations. The Alliance interventions will focus on three major areas, 1) equity-focused institutional change designed to make structural changes that support the advancement of AGEP faculty, 2) identity-affirming mentorship that acknowledges and provides professional support to AGEP faculty holistically, recognizing all parts of their identity and 3) inclusive professional development that equips all engineering faculty and institutional leaders with skills to implement inclusive practices and equips AGEP faculty for career advancement. Evidence-based practices from the Women in Engineering ProActive Network and the NSF INCLUDES ASPIRE Alliance's Inclusive Professional Framework, will be foundational for this AGEP FCPAM's activities. An internal evaluator will lead the self-study and formative assessment which will advance knowledge concerning the institutional barriers that negatively impact the advancement of AGEP populations in academic STEM careers, with attention to the role cultural and intersectional identities play in the success of AGEP faculty. An external evaluator will provide summative assessment using a culturally responsive framework to assess implementation of project activities and development of the Alliance model.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.