COLLABORATIVE RESEARCH: AGEP-T: PROMISE AGEP Maryland Transformation

马里兰州巴尔的摩县（UMBC）的大学是承诺AGEP，为马里兰州，以促进代表性不足的STEM研究生和博士后的专业发展和职业途径的大学系统范围内的努力的牵头机构。UMBC领导的联盟包括马里兰州大学系统的所有14所学院、大学和区域教育中心，四所社区学院，以及波多黎各的一所前NSF示范西班牙裔服务机构。PROMISE一直是提高入学率的关键催化剂，保留，以及代表性不足的少数民族的毕业率。该计划还将有助于研究生和博士后保留和专业发展的高等教育文献。马里兰州机构（包括硕士服务机构、HBCU、社区学院和HSI）的博士后轮换奖学金和培训教授计划是响应AGEP的创新之一？我们呼吁支持国家的目标，增加代表性不足的少数民族谁将进入学术STEM职业的数量。承诺年龄：马里兰州转型将侧重于四套联盟活动：1）研究生招聘，保留和成功;通过为学生准备和进入研究生院，参加促进保留的研讨会，并发展社区以促进持久性，培养新学生; 2）博士学位。完成学业和职业准备;制定活动，将重点放在学位完成和过渡到职业生涯; 3）博士后学者方案;促进协调政策和方案，指导整个大学系统中代表性不足的少数民族博士后;和4）方案，以提高教师对研究生和博士后教育多样性问题的理解;在教师之间开放对话，为代表性不足的少数民族招聘，保留，指导和职业过渡制定有前途的做法。新项目将使马里兰州大学系统在全系统范围内关注STEM研究生教育的多样性，并将共享资源和设施，为参与者提供专业发展，否则这些参与者可能会受到限制或不存在一些没有联盟的机构。这个全州范围的联盟消除了“筒仓效应”或独立的STEM多样性努力，它促进作为一个核心使命的合作，以扩大和连接通过国家的学者社区。全州范围内的联盟允许机构提供管道和机构之间的博士研究，博士后安置和教师任命的途径。该项目包括一个研究部分，探讨三个研究问题：微肯定/微侵略，归属感，专业网络和指导经验的经验是否影响研究生的成果，如时间学位，坚持，就业安置，并在职业发展的代理感？这些结果和经验如何因学生人口统计、学科或机构类型而有所不同？参与PROMISE AGEP在这些经验和成果中发挥了什么作用？拟议研究的目标首先是确定第二组学生是否更有可能在职业发展中体验到代理感，坚持他们的学位课程和STEM，获得学位的时间更短，并在毕业后找到学术任命。其次，研究将探讨PROMISE计划如何促进获得这些经验，促进STEM中代表性不足的少数民族学生的教育成果。

The University of Maryland Baltimore County (UMBC) is the lead institution for PROMISE AGEP, a university system-wide effort for the state of Maryland to facilitate underrepresented STEM graduate student and postdoctoral professional development and pathways to careers. UMBC leads the alliance that consists of all 14 colleges, universities, and regional education centers in the University System of Maryland, four community colleges, and a former NSF Model Institution of Excellence Hispanic Serving Institution in Puerto Rico. PROMISE has been a critical catalyst for increasing enrollment, retention, and graduation rates of underrepresented minorities. The program also will contribute to the higher education literature on retention and professional development for graduate students and postdocs. The Rotating Postdoctoral Fellowship and the Professors-in-Training program for Maryland's institutions (including Master's serving institutions, HBCUs, community colleges, and an HSI) are among the innovations that respond to AGEP?s call to support the national goal of increasing the number of underrepresented minorities who will enter academic STEM careers. PROMISE AGEP: Maryland Transformation will focus on four sets of alliance activities: 1) Graduate student recruitment, retention, and success; to cultivate new students by creating a pipeline (pathway) for students to be prepared for and admitted to graduate school, participate in workshops that promote retention, and develop community to facilitate persistence; 2) Ph.D. completion and career preparation; to develop activities that will focus on both degree completion and transition to careers; 3) Programs for postdoctoral scholars; to facilitate coordinated policies and programs for mentoring underrepresented minority postdocs across the university system; and 4) Programs to enhance faculty understanding of diversity issues in graduate and postdoctoral education; to open dialog among the faculty to develop promising practices for underrepresented minority recruitment, retention, mentoring, and transitions to careers. The new project will engage the University System of Maryland in a system-wide focus on diversity in STEM graduate education, and will share resources and facilities to provide professional development for participants that might otherwise be limited or non-existent at some of the institutions without the alliance. This state-wide alliance eliminates the "silo-effect" or independent STEM diversity efforts, and it promotes as a core mission the collaboration to expand and connect a community of scholars through the state. The state-wide alliance allows the institutions to provide pipelines and pathways between institutions for doctoral study, postdoctoral placements, and faculty appointments. The project includes a research component to explore three research questions: Does experience of micro-affirmations/micro-aggressions, a sense of belonging, professional networks, and mentoring experiences influence graduate student outcomes such as time to degree, persistence, job placement, and a sense of agency in career advancement? How do these outcomes and experiences differ by student demographics, discipline, or institutional type? What role does participation in the PROMISE AGEP play in these experiences and outcomes? The goals of the proposed research are first to determine whether students in the second group are more likely to experience a sense of agency in career advancement, persist in their degree programs and STEM, have shorter time to degree, and find academic appointments post-graduation. Second, the research will explore how the PROMISE program facilitates access to these experiences, promoting educational outcomes for underrepresented minority students in STEM.