2023 ASEE Annual Conference & Exposition

Board 238: Collaborative Research: AGEP FC-PAM: Project ELEVATE (Equity-focused Launch to Empower and Value AGEP Faculty to Thrive in Engineering)

Presented at NSF Grantees Poster Session

Three highly selective private engineering schools in the Northeast created the Project ELEVATE Alliance (Division of Equity for Excellence in STEM in the Directorate for STEM Education) to develop a model to promote the equitable advancement of early career tenure-stream engineering faculty from populations of interest to the AGEP program. The goal of this AGEP Faculty Career Pathways Alliance Model (FCPAM) is to develop, implement, self-study, and institutionalize a career pathway model, that can be adapted for use at other similar institutions, for advancing early career STEM faculty who are members of populations of interest to the AGEP program: African Americans, Hispanic Americans, American Indians, Alaska Natives, Native Hawaiians, and Native Pacific Islanders. This AGEP FCPAM will provide a framework for institutional change at private, highly selective research institutions that will enable all faculty to be members of a collaborative community. Improving the experience of these faculty can lead to increased diversity in the engineering faculty and ultimately result in graduating more STEM students from diverse populations and increasing diversity in the STEM workforce.

The Alliance interventions will focus on three major areas, 1) equity-focused institutional change designed to make structural changes that support the advancement of AGEP faculty, 2) identity-affirming mentorship that acknowledges and provides professional support to AGEP faculty holistically, recognizing all parts of their identity and 3) inclusive professional development that equips all engineering faculty and institutional leaders with skills to implement inclusive practices and equips AGEP faculty for career advancement.

In this paper, we will discuss the process of creating a leadership team to address these focus areas and to begin to institutionalize these change efforts. We will also discuss successes and challenges in recruiting AGEP faculty and mentors, including documenting our recruitment materials and methods. Lastly, we will present our process for engaging in our initial self-study evaluation and next steps.

Authors
  1. Dr. Alaine M Allen Carnegie Mellon University [biography]
  2. Elisa Riedo New York University Tandon School of Engineering
  3. Shelley L Anna Carnegie Mellon University
  4. Dr. Andrew Douglas The Johns Hopkins University
  5. Nathalie Florence Felciai New York University Tandon School of Engineering [biography]
  6. Dr. Neetha Khan Carnegie Mellon University
  7. Dr. Jelena Kovacevic New York University
  8. Stacey J Marks The Johns Hopkins University
  9. Dr. William Harry Sanders Carnegie Mellon University [biography]
  10. Dr. Tuviah "Ed" E. Schlesinger The Johns Hopkins University
  11. Ms. Jacqueline Rohde Purdue University, West Lafayette [biography]
  12. Charlie Díaz University of Pittsburgh [biography]
  13. Nelson O. O. Zounlomè University of Pittsburgh [biography]
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