Collaborative Research: AGEP Transformation Alliance: CIRTL AGEP - Improved Academic Climate for STEM Dissertators and Postdocs to Increase Interest in Faculty Careers

合作研究：AGEP 转型联盟：CIRTL AGEP - 改善 STEM 论文者和博士后的学术氛围，以提高对教师职业的兴趣

基本信息

批准号：
1646810
负责人：
Sarah Hokanson
金额：
$ 16.98万
依托单位：
Trustees of Boston University
依托单位国家：
美国
项目类别：
Continuing Grant
财政年份：
2016
资助国家：
美国
起止时间：
2016-10-01 至 2022-09-30
项目状态：
已结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=1646810&HistoricalAwards=false
关键词：
Collaborative Research AGEP Transformation Alliance

项目摘要

Iowa State University, Boston University, Cornell University, Howard University, Michigan State University, Northwestern University, University of Buffalo, University of Georgia, University of Maryland College Park, and University of Texas at Arlington will collaborate to develop, build and test the impact of a model of a "networked improvement community" focused on improving dissertator experiences at a variety of institutions with the goal of reducing the effect of negative climate on interest in faculty careers. The project was submitted 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 historically underrepresented minority (URM) students, postdoctoral fellows and faculty in specific STEM disciplines and/or STEM education research fields. AGEP Transformation Alliances develop or replicate/reproduce, implement and study, via integrated educational/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.The project includes activities to address faculty and postdoc behavior and knowledge about mentoring, advising, and mitigating implicit bias and micro-aggressions as well as activities to support dissertators through workshops similar to faculty workshops, building cohorts and peer mentoring. A super-structure of the ten alliance members will work together to produce and share information and disseminate change more broadly. Evaluation will be done by a team from Michigan State University led by Dr. Marilyn Amey. Integrated research is built into the collaborative process as the community will go through four plan-do-study-act cycles to share information about interventions, plan improvements, coordinate evaluation, and spread effective interventions through first the collaboration and then disseminate them to the 46 institution CIRTL network. Research questions will address 1) student descriptions of engagement with their departments and disciplines, 2) which experiences and relationships are most influential in strengthening students' interest in faculty careers, and 3) how peers and external supports influence sense of community for dissertators. Along with testing the impact of a variety of interventions at nine institutions on the transition from dissertators to faculty and on the climate experienced by dissertators, the project will evaluate the impact of the network itself through a social network analysis, semi-structured interviews, and qualitative analysis of local and community meeting records.

爱荷华州立大学，波士顿大学，波士顿大学，康奈尔大学，霍华德大学，密歇根州立大学，西北大学，布法罗大学，布法罗大学，布法罗大学，乔治亚州大学，马里兰州大学公园和德克萨斯大学阿灵顿分校将合作开发，建立，建立和测试“网络改善社区”的模型，以改善企业的兴趣，以改善企业的兴趣，以改善企业的兴趣，以改善企业的兴趣，该公司的兴趣范围是在各种各样的范围内，该公司的兴趣是众多的，该公司的兴趣是众多的范围，该公司的兴趣是众多的范围，该公司的范围是涉及劳动者的领域。教师职业。该项目是为了响应NSF的研究生教育联盟和教授（AGEP）计划招标（NSF 16-552）。 AGEP计划试图促进有关模型的知识，以改善历史上代表性不足的少数民族（URM）学生，博士后研究员和教师在特定的STEM学科和/或STEM教育研究领域的教职员工的途径。年龄转化联盟通过综合教育/社会科学研究发展，开发/复制，实施和研究，转变博士教育的散发阶段，博士学培训和/或教师的进步以及在途径和/或途径内部和/或跨途径的过渡，STEM和/或STEM教育研究生中的URMS和/或STEM教育研究职业。偏见和微型攻击以及通过类似于教师讲习班，建立同伙和同伴指导的研讨会来支持论文的活动。十个联盟成员的超级结构将共同制作和共享信息，并更广泛地传播变化。评估将由密歇根州立大学的团队由玛丽莲·阿米（Marilyn Amey）博士领导。综合研究是在协作过程中内置的，因为社区将通过四个计划进行研究，以共享有关干预措施，计划改进，协调评估并通过协作进行有效干预措施的信息，然后将它们传播到46个机构CIRTL网络。研究问题将解决1）学生对与部门和学科的互动的描述，2）哪些经验和关系对增强学生对教师职业的兴趣最有影响力，以及3）同龄人和外部支持如何影响宣教者的社区意识。除了测试九个机构对各种干预措施的影响对从宣传者到教师以及持不同说者经历的气候的过渡，该项目将通过社交网络分析，半结构化访谈以及对地方和社区会议记录的定性分析来评估网络本身的影响。