Piloting an Inter-Ivy League Alliance for Graduate Education and the Professoriate

为了增加进入STEM学科教授职位的研究生和博士后的数量，领导联盟，一个全国性的高等教育机构联盟，与其成员机构布朗大学和哥伦比亚大学一起，并与四个少数民族服务机构-迪拉德大学，霍华德大学，摩根州立大学和斯佩尔曼学院合作-将设计，试点，严格评估促进专业发展、技能培养、指导和职业培训的活动。该项目的活动包括：（i）对布朗大学和哥伦比亚大学的多样性工作进行基线需求分析，以更好地了解建立可持续的多样性机构文化的问题和障碍;（ii）调查激励机制，以促进参与部门教师和管理人员参与拟议的指导和专业发展活动，以提供一个促进成功成果的支持性环境;（iii）并确定有效的战略，为代表性不足的研究生和博士后研究员开发和实施指导、技能建设和专业发展机会。智力优势该项目将首次系统地努力：（i）确定领先研究机构中代表性不足的STEM研究生和博士后的专业发展和职业培训需求;（ii）评估博士生和博士后培训方面的最佳做法;（iii）评估一个关于指导和培养来自代表性不足群体的STEM研究生和博士后的专业发展讲习班综合方案的有效性。这些干预措施采用了科学、技术、工程和数学教师、高级管理人员、外部评估人员、研究生和来自两个研究密集型和少数民族服务机构的博士后的专业知识，这些干预措施的全面、多方面的评估工作将为设计新颖、相关和有效的最佳做法奠定基础，资源和倡议，将准备不足的少数民族STEM研究生和博士后的21世纪世纪教授。更广泛的影响这个项目补充了早期的努力，以扩大来自STEM学科代表性不足群体的学者管道，重点是大学预科和本科生。通过坚定地专注于研究生和博士后，谁已经坚定地致力于他们的职业生涯干领域，这个项目的首要目标是给他们的技能，以确保职业成功。更大的目标是鼓励创建可持续的机构文化和项目，这将增加STEM学科教授的多样性，不仅仅是在布朗大学和哥伦比亚大学，而是在领导联盟联盟的32个成员和其他高等院校。该项目的广泛影响将采取五种具体的、可衡量的形式。首先，它将为全国研究型大学提供现有的专业发展，职业培训，技能建设和指导计划的审查和评估，这些计划针对的是来自美国各机构代表性不足的群体的研究生和博士后。其次，该项目将设计，试点和评估可复制的研讨会，这些研讨会对未来STEM教师的专业成功至关重要。第三，该项目将创建和测试教学资源，这些资源将通过项目网站随时提供给高等院校。第四，该项目将为来自代表性不足群体的博士后提供真实的教学经验，以便更好地为未来的教授职业做好准备。第五，本项目将通过更加重视指导、专业发展、技能培养和职业培训来改变领先研究机构的机构文化，使学生和博士后沿着学术道路成功地进步。将通过领导力联盟联合体、项目网站、公开介绍和其他外联活动，传播专业发展和评价做法有效性方面的所有最佳做法。通过这些活动，这一新颖而有力的常青藤间AGEP将有助于实现以下社会目标：增加代表性不足的学者成为21世纪世纪的研究领导者。

To increase the number of graduate students and postdocs entering the professoriate in STEM disciplines,the Leadership Alliance, a national consortium of higher education institutions, in conjunction with itsmember institutions, Brown University and Columbia University, and in collaboration with four minorityserving institutions - Dillard University, Howard University, Morgan State University, and SpelmanCollege - will design, pilot, and rigorously evaluate activities to foster professional development, skills-building, mentoring, and career training. The activities of this project consist of (i) conducting abaseline needs analysis of the diversity efforts at Brown and Columbia to better understand issues andbarriers to establishing a sustainable institutional culture of diversity; (ii) investigating incentivemechanisms to promote the engagement of participating departmental faculty and administrators in theproposed mentoring and professional development activities to provide a supportive environment thatfosters successful outcomes; (iii) and identifying effective strategies to develop and implement mentoring,skills-building and professional development opportunities for underrepresented graduate students andpostdoctoral fellows.Intellectual MeritThis project will provide the first systematic effort to: (i) identify the professional development and career training needs of STEM graduate students and postdocs from underrepresented groups at leading researchinstitutions; (ii) evaluate best practices in training of doctoral students and postdocs; (iii) assess theeffectiveness of a comprehensive program of professional development workshops on the mentoring andskills-building of STEM graduate students and postdocs from underrepresented groups. Thecomprehensive, multi-faceted evaluation efforts of these interventions that employ the expertise of STEMfaculty members, senior administrators, an external evaluator, graduate students and postdocs from bothresearch-intensive and minority-serving institutions will provide a foundation upon which to designnovel, relevant and effective best practices, resources and initiatives that will prepare underrepresentedminority STEM graduate students and postdocs for the 21st century professoriate.Broader ImpactsThis project supplements earlier efforts to expand the pipeline of scholars from underrepresented groupsin STEM disciplines, which focus on pre-collegiate and undergraduate students. By firmly focusing ongraduate students and postdocs, who have already firmly committed their professional lives to STEMfields, this project's overarching goal is to give them the skills to ensure professional success. The largerobjective is to encourage the creation of sustainable institutional cultures and programs that will increasethe diversity of the professoriate in STEM disciplines, not simply at Brown and Columbia but across the32 members of the Leadership Alliance consortium and at other institutions of higher learning. Thisproject's broad impact will take five specific, measurable forms. First, it will provide research universities nationwide with a review and evaluation of existing professional development, career training, skills-building,and mentoring programs for graduate students and postdocs from underrepresented groups atinstitutions across the United States. Second, this project will design, pilot, and assess replicableworkshops in areas essential to the professional success of future STEM faculty. Third, the project willcreate and test instructional resources that will be readily available to institutions of higher learning via project website. Fourth, the project will provide postdocs from underrepresented groups authenticteaching experience to be better positioned for a future career as a professor. Fifth, this project will alter institutional cultures at leading research institutions by placing a greater emphasis on mentoring,professional development, skills-building, and career training to prepare students and postdocs to progresssuccessfully along the academic pathway. All best practices in professional development and evaluationsof the practices' effectiveness will be disseminated through the Leadership Alliance consortium, theproject website, and public presentations and other outreach efforts. Through these activities this noveland potent Inter-Ivy AGEP will contribute to the societal goal of increased representation ofunderrepresented scholars as research leaders of the 21st century professoriate.