1 Transformation Alliance: Improved Academic Climate for STEM Dissertators and Postdocs to Increase Interest in Faculty Careers Key Activities Our project will produce a model set of initiatives for faculty advisors, postdocs, and graduate students that will strengthen underrepresented minority student and postdoc interest in faculty careers. Project Goals • Improve the climate in graduate Build Assess Support education to increase the number of underrepresented minority (URM) graduate students and postdocs interested in and prepared for faculty careers.

• Implement a Networked Improvement Community that Institutional Partners uses Plan-Do-Study-Act cycles Iowa State University (Lead) of improvement to enhance our Boston University interventions. Mentors (faculty/postdoc): Mentors (faculty/postdoc): Cornell University Mentors (faculty/postdoc) and mentees (graduate student): Apply a data-driven approach to address Support creation and sharing of faculty-led Howard University • Disseminate our outcomes and systemic problems. initiatives through internal mini-grants. Build stronger graduate communities Michigan State University tested practices across the 43 Northwestern University CIRTL universities that produce and more inclusive research groups by Mentees (graduate student): Mentees (graduate student): exploring identity, lived experiences, University of Buffalo 30% of the nation’s STEM PhDs. Create learning communities to provide Support transition to the dissertation implicit bias, and microaggressions. University of Georgia support in the dissertation stage phase through mentoring activities. University of Maryland College Park Networked Improvement University of Texas at Arlington Community Cycles Research Strategy Outcomes [email protected] Assess current institutional climate Our qualitative educational research is centered upon three Short-term: regarding inclusion at nine universities. questions: • Graduate students and postdocs at participating institution Center for the Integration of Plan experience an improved climate. Research, Teaching and Learning • How do students describe initial and continuing engagement Develop first set of practices based with the department and the discipline? • Faculty use more student-centered advising practices for all, www.cirtl.net on hypothesized causes for drop in but especially URM students. interest in faculty careers. • What experiences and relationships are most influential in • Participating institutions will have better retention and degree

strengthening students’ interest in faculty careers? completion of URM students. Do Coordinate implementing faculty Mid- to Long-term: • How do peers and external supports influence the sense of mentor and graduate student peer community? • Faculty and department leaders show increased knowledge interventions, as described at right. and practice of inclusive excellence. This material is based on work supported by Study After each cycle, the research team will conduct focus groups • URM PhD students and postdocs show continuing interest the National Science Foundation under Grant Collect and analyze data using at selected institutions with students, administrators, and in and improved preparation for faculty careers. Nos. 1646810, 1646869, 1646977, 1647021, faculty members. 1647094, 1647104, 1647119, 1647121, common assessments and metrics. • Contribute to building a more diverse STEM faculty. 1647146, 1647181. Act Revise hypothesized causes and refine Get involved: We will help train you to promote inclusive excellence on your campus by adopting our measures and plans for next cycle. interventions, and using our evidence-based climate survey to understand your institution. Contact Principal Investigator Craig Ogilvie, Iowa State University, at [email protected] to learn more.