The AGEP California State University Underrepresented Minority STEM Faculty Alliance Model: A Culturally-Informed Strengths-Based Approach to Advance Early-Career Faculty Success

这一合作研究项目汇集了加州州立大学(CSU)、加州理工州立大学-圣路易斯·奥比斯波、加州州立理工大学-波莫纳、CSU-多明格斯山庄和CSU-弗雷斯诺，目标是开发、实施、研究、评估、传播和推广AGEP联盟模式。该项目采用了一种了解文化知识、基于优势的教师发展方法，以促进STEM和STEM教育研究领域新聘用的历史上代表性不足的少数族裔(URM)教师。教师职业生涯早期的干预措施包括关于了解文化知识的优势和身份的培训、高级教师指导、同行辅导和人际关系，以及拨款计划书撰写培训。这个AGEP联盟模式项目的主要成果是改善CSU校园STEM中URM早期教师的留任、晋升和终身教职。加州少数民族STEM教师AGEP联盟模式是为了响应NSF的研究生教育联盟和教授(AGEP)计划征集(NSF 16-552)而创建的。AGEP计划致力于增进有关模式的知识，以改善URM研究生、博士后研究员和教师在特定STEM学科和/或STEM教育研究领域获得教授和成功的途径。AGEP联盟通过综合教育和社会科学研究，开发、复制或复制、实施和研究AGEP联盟模式，以改变STEM和/或STEM教育研究生涯中的博士教育、博士后培训和/或教师晋升的博士论文阶段，以及路径水平内和跨路径水平的过渡。随着国家解决URM与非URM本科生和研究生之间的STEM成就差距，我们的大学和学院努力招聘、留住和提拔URM STEM教师，他们是URM学生学习、合作和效仿的榜样和学术领袖。NSF最近的报告显示，在所有四年制学院和大学中，URM STEM副教授和正教授只占这些高级教员职位的8%，在美国研究最密集的机构中，只占这些职位的6%左右。加州少数民族STEM教师AGEP联盟有潜力推动一种模式，以提高URM早期职业STEM和STEM教育教师的成功。推进这些少数族裔教师的职业生涯最终会改善URM本科生在STEM和STEM教育研究领域的学术指导。该联盟正在进行的综合社会科学研究调查了URM STEM教师如何将他们的学术学科、社会和文化认同以及他们的优势融入到他们的教师身份中。这项研究还探讨了STEM教师专业网络与归属感、工作满意度、学术自我效能、教学评估、成功和敬业度之间的关系；并探索了专业网络的哪些结构变量与网络中的教师成功和敬业度相关。该项目在混合方法研究设计中使用了社交网络分析方法。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。

This collaborative research project brings together four California State Universities (CSU), California Polytechnic State University-San Luis Obispo, California State Polytechnic University-Pomona, CSU-Dominguez Hills, and CSU-Fresno, with the goal of developing, implementing, studying, evaluating, disseminating and scaling an AGEP Alliance Model. The project employs a culturally-informed, strengths-based faculty development approach for advancing newly hired historically underrepresented minority (URM) faculty in STEM and STEM Education research fields. The early-career faculty interventions include trainings about culturally-informed strengths and identity, senior faculty mentoring, peer coaching and networking, and grant proposal writing trainings. The primary outcomes of this AGEP Alliance Model project are improved faculty retention, promotion and tenure for the URM early-career faculty in STEM at CSU campuses.The California Minority STEM Faculty AGEP Alliance Model was created in response to the NSF's 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 URM graduate students, postdoctoral fellows and faculty in specific STEM disciplines and/or STEM education research fields. AGEP Alliances develop, replicate or reproduce, implement, and study, via integrated educational and social science research, AGEP Alliance Models to transform the dissertation phase of doctoral education, postdoctoral training and/or faculty advancement, and transitions within and across the pathway levels, of URMs in STEM and/or STEM Education research careers. As the nation addresses a STEM achievement gap between URM and non-URM undergraduate and graduate students, our universities and colleges struggle to recruit, retain and promote URM STEM faculty who serve as role models and academic leaders for URM students to learn from, work with and emulate. Recent NSF reports indicate that URM STEM associate and full professors occupy only 8% of these senior faculty positions at all 4-year colleges and universities, and only about 6% of these positions at the nation's most research-intensive institutions. The California Minority STEM Faculty AGEP Alliance has the potential to advance a model to improve the success of URM early-career STEM, and STEM Education, faculty. Advancing the careers of these minority faculty ultimately leads to improved academic mentorship for URM undergraduate students in STEM and STEM Education research fields.The integrated social science research being conducted by this Alliance examines how URM STEM faculty integrate their academic discipline, social and cultural identities, and their strengths, into their faculty identities. The research also addresses questions about how STEM faculty professional networks relate to sense of belonging, job satisfaction, academic self-efficacy, teaching evaluations, success and engagement; and it explores questions about what structural variables of the professional networks relate to faculty success and engagement within the networks. The project uses social network analysis methods in a mixed methods study design.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.