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，开发一个模型，以促进早期职业终身制工程教师从感兴趣的人群公平地晋升到AGEP计划。这个AGEP教师职业途径联盟模型（FCPAM）的目标是开发，实施，自学和制度化的职业途径模型，可以适用于其他类似的机构，用于推进早期职业干教师谁是感兴趣的人口AGEP程序的成员：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，和太平洋岛民。这AGEP FCPAM将提供一个框架，在私人，高度选择性的研究机构，将使所有教师成为一个协作社区的成员机构变革。改善这些教师的经验可以导致工程学院的多样性增加，并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。提高公平性和包容性对于促进STEM教师，教育美国未来的STEM劳动力，促进个人机会和促进繁荣的美国经济至关重要。NSF AGEP计划，因此，资金赠款，推进和加强支持公平和包容的系统性因素，从而减轻学术界和工作场所的系统性不平等。FCPAM奖旨在支持联盟模式的开发，实施，评估和制度化，这些模式将在类似的高等教育机构内促进AGEP人口。FCPAM合作者还研究社会文化，经济，结构，领导和体制变量如何影响FCPAM的形成，以及合作者为促进AGEP人口而实施的战略或干预措施。联盟的干预措施将集中在三个主要领域，1）以公平为重点的体制变革，旨在进行结构性变革，支持AGEP教师的进步，2）确认身份的导师制，全面承认AGEP教师并为其提供专业支持，承认其身份的所有部分，以及3）包容性的专业发展，使所有工程学院和机构领导人具备实施包容性做法的技能，并为AGEP学院的职业发展提供装备。来自妇女参与工程积极网络和NSF的循证做法，包括ASPIRE联盟的包容性专业框架，将是AGEP FCPAM活动的基础。一名内部评估员将领导自学和形成性评估，这将促进有关对AGEP人口在学术STEM职业中的进步产生负面影响的体制障碍的知识，并关注文化和交叉身份在AGEP教师的成功中发挥的作用。一名外部评估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和联盟模式的发展。该奖项反映了NSF的法定使命，并被认为值得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来支持。

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.