Literaturnachweis - Detailanzeige
| Autor/inn/en | Mehrubeoglu, Mehrube; Kelly, Kimberle; Butler-Purry, Karen; Richardson, Ra'sheedah; Walton, Shannon; Chaloo, Linda; Regisford, Gloria; King, Scott; Murphrey, Theresa; Burr, Erin; Carson, Laura; Coffin, Richard; Moreira, Rosana; Carter, Carmen; Challoo, Rajab; Richburg, Audra; Carter-Sowell, Adrienne |
|---|---|
| Titel | Facilitating the Transition of Underrepresented Minority STEM Dissertators into Academic Careers: Evolution of TxARM AGEP Alliance Model |
| Quelle | In: Journal of STEM Education: Innovations and Research, 24 (2023) 1, S.31-41 (11 Seiten)
PDF als Volltext |
| Zusatzinformation | ORCID (Mehrubeoglu, Mehrube) ORCID (Kelly, Kimberle) ORCID (Butler-Purry, Karen) ORCID (Richardson, Ra'sheedah) ORCID (Walton, Shannon) ORCID (Chaloo, Linda) ORCID (Regisford, Gloria) ORCID (King, Scott) ORCID (Murphrey, Theresa) ORCID (Burr, Erin) ORCID (Carson, Laura) ORCID (Coffin, Richard) ORCID (Moreira, Rosana) ORCID (Carter, Carmen) ORCID (Challoo, Rajab) ORCID (Richburg, Audra) ORCID (Carter-Sowell, Adrienne) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1526-2367 |
| Schlagwörter | STEM Education; Diversity; Inclusion; Doctoral Students; Minority Group Students; Partnerships in Education; Career Readiness; Transitional Programs; STEM Careers; Universities; Intercollegiate Cooperation; Texas |
| Abstract | A national focus on Diversity, Equity, and Inclusion (DEI) has increased public awareness and acknowledgement of challenges faced by members of Underrepresented Minority (URM) groups pursuing academic careers. This case study of a multi-institutional partnership explores the development, implementation, and evolution of a replicable model to transition a cohort of STEM URM dissertators into the professoriate. The model structured cohort engagement around an Individual Development Plan (IDP), cohort participant engagement with multiple mentors, monthly scholarly learning community meetings, research and teaching immersion experiences at Historically Black Colleges and Universities (HBCUs) and international institutions, and support and training around transferable skills necessary for job preparation and success, such as grant development, job search, portfolio preparation, interview skills, and online course development. Program evaluation results emphasized the evolution of collaborative practice among stakeholders in promoting the success of the model and among cohort participants as these participants transitioned into academic careers. Discussion of best practices to design and fine-tune the model included engagement of cohort participants in refining the implementation of the model activities, offering personalized services to the cohort members, and engaging research and practitioner communities using multiple dissemination strategies. The results of this work include publicly available virtual resources curated as part of the dissemination plan that can be explored for implementation at other institutions and use by individuals. (As Provided). |
| Anmerkungen | Institute for STEM Education and Research. P.O. Box 4001, Auburn, AL 36831. Tel: 334-844-3360; Web site: https://www.jstem.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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