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联盟团队合作，开发一个模式，促进从感兴趣的人群到AGEP计划的早期职业终身教职分流工程教师的公平晋升。AGEP教师职业道路联盟模式(FCPAM)的目标是开发、实施、自学和制度化职业道路模式，该模式可适用于其他类似机构，用于促进属于AGEP计划感兴趣人群的早期职业STEM教师：非洲裔美国人、西班牙裔美国人、美国印第安人、阿拉斯加原住民、夏威夷原住民和太平洋原住民。这一AGEP FCPAM将为私立、高度选择性的研究机构的制度变革提供一个框架，使所有教师都能够成为一个合作社区的成员。改善这些教师的经验可以增加工程学教师的多样性，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。改善公平和包容性对于提高STEM师资、教育美国未来的STEM劳动力、培养个人机会和促进美国经济繁荣至关重要。因此，NSF AGEP计划为促进和加强支持公平和包容性的系统性因素提供赠款，从而缓解学术专业和工作场所的系统性不平等。FCPAM奖项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内促进AGEP人口的发展。FCPAM合作者还研究社会文化、经济、结构、领导力和体制变量如何影响FCPAM的形成，以及合作者实施的促进AGEP人口增长的战略或干预措施。联盟的干预措施将集中在三个主要领域，1)以股权为重点的机构改革，旨在进行结构性改革，以支持AGEP教员的进步；2)身份确认导师制，从整体上承认并向AGEP教员提供专业支持，承认他们的身份；3)包容性专业发展，使所有工程学教员和机构领导人具备实施包容性实践的技能，并使AGEP教员具备职业晋升的能力。来自工程领域妇女积极主动网络和国家科学基金会的循证做法，包括ASPIRE联盟的包容性专业框架，将是本次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，这将促进对AGEP群体在学术STEM职业生涯中的进步产生负面影响的体制障碍的了解，并关注文化和跨部门身份在AGEP教员成功中所起的作用。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，并通过使用基金会的智力优势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.