Collaborative Research: The Willow AGEP Alliance: A Model to Advance Native American STEM Faculty

蒙大拿大学，Salish Kootenai学院和Sitting Bull学院将在杨柳联盟中合作，开发，实施和研究STEM教学教师和工作人员的专业成功模式，这些教师和工作人员都是美国土著部落的后裔。 该联盟是为了响应研究生教育联盟和教授（AGEP）计划征集（NSF 16-552）AGEP计划旨在推进有关模型的知识，以改善历史上代表性不足的少数民族（URM）研究生，博士后研究员和教师在特定STEM学科和/或STEM教育研究领域的教授和成功的途径。 AGEP转型联盟发展、复制或再生产;通过综合教育和社会科学研究，实施和研究模式，以转变博士教育、博士后培训和/或教师晋升的学位论文阶段，以及在通路水平内和通路水平之间的转变，在STEM和/或STEM教育研究事业。最近的报告表明，只有700名美国原住民科学和工程博士学位持有者在我们国家的全职工作。大学和学院。 大学和学院正在努力招聘，保留和促进美洲原住民STEM教师谁担任榜样和学术领袖为美洲原住民学生学习，合作，并效仿，以解决本地和非本地本科生和研究生之间的STEM成就差距在我们的国家。 该杨柳AGEP联盟有可能推进一个模型，以提高美国原住民在教学STEM教师职位的成功和保留，有助于本地STEM角色模型本地STEM本科生和研究生在中学后学术机构。该杨柳AGEP联盟计划开发，实施和研究美国原住民STEM教师的专业成功的模型。 参与者包括在三所合作学院之一工作的美洲原住民STEM教师。该项目包括三个干预组成部分的模式：辅导方案;赠款准备和管理培训活动;和机构的支持计划，重点是保留的努力。 综合定性研究将检查本地STEM教学教师和工作人员的个人，关系和集体经验，增强或抑制专业发展和职业发展;检查影响晋升和晋升的根本制度问题;检查教师和工作人员使用的方法，以增加晋升和晋升;研究不同类型的大学和学院（部落与非部落）支持美国土著STEM教学教师和工作人员;并检查STEM部门的气候，以比较非本地STEM教学教师和工作人员以及本地STEM教学教师和工作人员经历专业发展，晋升和进步。 形成性和总结性评价计划遵循土著评价框架。 有一个咨询委员会向该小组提供反馈，并有一个传播计划，包括与蒙大拿州、北达科他州、爱达荷州和华盛顿的其他部落学院和非部落大学分享。

The University of Montana, Salish Kootenai College, and Sitting Bull College will collaborate in the Willow Alliance to develop, implement, and study a model for the professional success of STEM instructional faculty and staff who are enrolled in, or descendants of, Native American tribes. This alliance was created in response to the Alliances for Graduate Education and the Professoriate (AGEP) program solicitation (NSF 16-552) The AGEP program seeks to advance knowledge about models to improve pathways to the professoriate and success of historically underrepresented minority (URM) graduate students, postdoctoral fellows and faculty in specific STEM disciplines and/or STEM education research fields. AGEP Transformation Alliances develop, replicate or reproduce; implement and study, via integrated educational and social science research, models to transform the dissertator phase of doctoral education, postdoctoral training and/or faculty advancement, and the transitions within and across the pathway levels, of URMs in STEM and/or STEM education research careers.Recent reports indicate that only 700 Native American science and engineering doctoral degree holders are employed full time in our nation's universities and colleges. Universities and colleges are endeavoring to recruit, retain, and promote Native American STEM faculty who serve as role models and academic leaders for Native American students to learn from, to work with, and to emulate in order to address the STEM achievement gap between native and non-native undergraduate and graduate students in our nation. The Willow AGEP Alliance has the potential to advance a model to improve the success and retention of Native Americans in instructional STEM faculty positions, contributing to native STEM role models for native STEM undergraduate and graduate students at postsecondary academic institutions.The Willow AGEP Alliance plans to develop, implement, and study a model for the professional success of Native American STEM faculty. Participants include Native American STEM faculty working at one of the three partnering colleges. The project includes three intervention components in the model: a mentoring program; grant preparation and management training activities; and an institutional support program, which focuses on retention efforts. The integrated qualitative research will examine the personal, relational, and collective experiences of the native STEM instructional faculty and staff that enhance or inhibit professional development and career advancement; examine the underlying institutional issues affecting promotion and advancement; examine the approaches the faculty and staff use to increase promotion and advancement; examine the how different types of universities and colleges (tribal vs. non-tribal) support Native American STEM instructional faculty and staff; and examine the climate of STEM departments to compare how non-native STEM instructional faculty and staff and native STEM instructional faculty and staff experience professional development, promotion and advancement. The formative and summative evaluation plan follows an indigenous evaluation framework. There is an advisory board for feedback to the team, and a dissemination plan to include sharing with other tribal colleges and non-tribal universities in Montana, North Dakota, Idaho and Washington.