Integrative, Interdisciplinary Graduate Education: NewConcepts and Approaches for Assessment

综合性、跨学科的研究生教育：评估的新概念和方法

• 批准号: 0355353
• 负责人: Craig Calhoun
• 金额: --
• 依托单位: Social Science Research Council
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2004
• 资助国家: 美国
• 起止时间: 2004-02-01 至 2009-01-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0355353&HistoricalAwards=false
• 关键词: Integrative; Interdisciplinary; Graduate; Education; NewConcepts

Innovative, interdisciplinary and integrative (or I3) graduate education and training programs are on the rise throughout the U.S. Individual programs are conducting self-assessments and organizational contractors are evaluating performance in conventional ways. To date, however, these efforts have not assessed I3 programs in terms of both program processes and program outcomes as they relate to changes in and effects on student and faculty learning, academic identity, career trajectory, and institutional mentality. To this end, this project, which is itself interdisciplinary and integrative, is both a formative and a summative evaluation of the organization, functioning, and performance of I3 programs. By exploring how, why, and in what context I3 programs lead to new individual, professional, and institutional practices, this study accumulates knowledge about how specific I3 programs develop, adapt, and perform under varied conditions, as well as collects information about the generalizable purpose, the intrinsic value, and essential components of such programs. The former knowledge will be used to design new and/or improve existing I3 programs, whereas the latter information will enhance current or future I3 evaluations. Given (a) the unique goals and objectives of I3 programs as compared to more traditional graduate education and training programs and (b) the paucity of knowledge and information related to I3 program processes let alone outcomes, it is critical that the empirical research be conducted in order to acquire the right knowledge and information from which to develop the proper theoretical framework and design the best practical methods for evaluating I3 programs. Thus, this study is a two-stage evaluation - exploratory evaluation research (stage 1) followed by evaluation practice design and development (stage 2). In stage 1, the study develops a theoretically informed but empirically grounded understanding of: (a) the skills, attributes, and attitudes that scientists and engineers need to succeed in the new modes of knowledge production and the new positions of scientific employment; (b) the strategies, structures and experiences that could successfully develop these skills, attributes, and attitudes; and (c) indicators for measuring programmatic success with the implementation of relevant practices, processes and outcomes. This framework is then applied to a sample of 30 I3 programs (and 60 non-I3 programs for purposes of comparison) to analyze the conditions and processes likely to influence these individual outcomes as well as broader professional and institutional developments. The combination of qualitative and quantitative techniques applied to this sample of I3 and non-I3 programs during stage 1 will produce a set of definitions, features, and metrics of I3 program "success" from which an evaluation framework based on valid and relevant questions, variables, and indicators will be developed and disseminated for use by others in stage 2 of the study.

创新，跨学科和综合（或I3）研究生教育和培训计划在整个美国都在上升，个人计划正在进行自我评估，组织承包商正在以传统的方式评估绩效。然而，到目前为止，这些努力还没有评估I3程序的程序过程和程序的结果，因为它们涉及到学生和教师的学习，学术身份，职业轨迹和机构心态的变化和影响。为此，这个项目本身就是跨学科和综合性的，是对I3计划的组织，运作和绩效的形成性和总结性评估。通过探索如何，为什么，以及在什么情况下I3程序导致新的个人，专业和机构的做法，本研究积累了有关具体的I3程序如何发展，适应，并在不同的条件下执行的知识，以及收集有关的可推广的目的，内在价值，和这些程序的基本组成部分的信息。前者的知识将用于设计新的和/或改进现有的I3计划，而后者的信息将加强当前或未来的I3评估。鉴于（a）与更传统的研究生教育和培训计划相比，I3计划的独特目标和目的，以及（B）与I3计划过程相关的知识和信息的缺乏，更不用说结果了，关键是要进行实证研究，以便获得正确的知识和信息，从中发展适当的理论框架，并设计最佳的实用方法，I3项目的评估因此，本研究是一个两阶段的评估-探索性评估研究（第一阶段），其次是评估实践的设计和开发（第二阶段）。在第一阶段，研究发展了一个理论上知情，但经验为基础的理解：（a）技能，属性和态度，科学家和工程师需要成功的知识生产的新模式和科学就业的新职位;（B）的战略，结构和经验，可以成功地发展这些技能，属性和态度;以及（c）衡量方案在实施相关做法、进程和成果方面取得成功的指标。这个框架，然后应用到一个样本的30个I3程序（和60个非I3程序进行比较），以分析的条件和过程可能会影响这些个人的成果，以及更广泛的专业和机构的发展。在第一阶段，将定性和定量技术结合起来应用于I3和非I3项目的样本，将产生一套I3项目“成功”的定义、特征和度量标准，根据这些定义、特征和度量标准，将开发和传播一个基于有效和相关问题、变量和指标的评估框架，供其他人在研究的第二阶段使用。