LSAMP Interdisciplinary and Societally Relevant STEM Bridges to the Doctorate - Cohort VII: BD Site: Arizona State University

LSAMP 跨学科和社会相关的 STEM 通往博士学位的桥梁 - 第七组：BD 地点：亚利桑那州立大学

• 批准号: 1025879
• 负责人: Antonio Garcia
• 金额: $ 98.7万
• 依托单位: Arizona State University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2010
• 资助国家: 美国
• 起止时间: 2010-08-01 至 2013-07-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1025879&HistoricalAwards=false
• 关键词: LSAMP; Interdisciplinary; Societally; Relevant; STEM

The Western Alliance to Expand Student Opportunities (WAESO) Louis Stokes Alliance for Minority Participation (LSAMP), under the leadership of Arizona State University, will leverage a well established network of LSAMP scholars and mentors, partner with the Educational Testing Service (ETS) and the Graduate Record Examination (GRE), and expand an innovative Applied Mathematics in Life and Social Sciences(AMLSS) doctoral program to produce a cohort of 12 Bridge to the Doctorate(BD) Scholars that will be more successful at achieving doctoral degrees than majority graduate students. The alliance strategy to achieve this is based on a careful analysis of student success data from its previous 6 BD cohorts, applied research on the Personal Potential Index (PPI) by ETS and the GRE, and a substantial body of research in the literature about persistence and completion of students inSTEM doctoral research programs. Importantly, the proposed ?LSAMP Interdisciplinary and Societally Relevant STEM Bridges to the Doctorate - Cohort VII? project is designed to graduate doctoral students with a powerful combination of scholarly achievement and key noncognitive personal attributes who in turn will have a transformational impact in the way that math, science, and engineering principles are applied to help solve global problems.The intellectual merit of the proposed project is the practical evaluation and demonstration of the value of non-cognitive indicators of success in graduate retention and advancement that research findings and common sense strongly suggest are very important. More specifically, the program will demonstrate and evaluate how diagnosing key student non-cognitive personal attributesbefore and after entering a graduate program followed by deliberate strengthening of these key non-cognitive personal attributes via expert mentoring and program activities affect underrepresented student doctoral program transition. Based on research in non-cognitive predictors of graduate program success and pilot data collected through a partnership with theGRE on Project 1000 students, the following six broad attributes have been identified as the best predictors of graduate student success, retention, and completion through the Ph.D. degree.These broad categories include both proficiency skills, such as (1) Knowledge and Creativity; (2)Communication Skills; (3) Teamwork; as well as interpersonal factors, such as (4) Resilience; (5)Planning and Organization; and (6) Ethics and Integrity. Extensive in-depth interviews with faculty GRE users (Walpole, M. B., Burton, N. W., Kanyi, K.,& Jackenthal, A., 2001) when combined with a thorough review of the educational research literature (ETS, 2008) point to Resilience (Diverse, 2009), which encompasses bothpersistence/tenacity (works extremely hard/can overcome challenges and setbacks) as well as a measure of emotional responsiveness (accepts feedback without getting defensive and works well under stress), as being extremely important and too often overlooked and undervalued as an indicator of successful graduate outcome, particularly when evaluated in conjunction with the other five.What has not been investigated or attempted is the proactive development and strengthening of both aspects of resilience, persistence/tenacity and emotional responsiveness, simultaneously with efforts to develop and strengthen the other five key attributes as well, prior to having studentsenter a doctoral program. The Bridge to the Doctorate program at Arizona State University provides a useful way to transition LSAMP students from the undergraduate to doctoral programs, with the potential broader impact of developing a model that could be disseminated to benefit all students by improving doctoral degree attainment in STEM fields nationally.

西部联盟扩大学生机会（WAESO）路易斯斯托克斯少数民族参与联盟（LSAMP），在亚利桑那州立大学的领导下，将利用LSAMP学者和导师的完善网络，与教育考试服务（ETS）和研究生入学考试（GRE）合作，并扩大创新的应用数学在生命和社会科学（AMLSS）博士课程，以产生一个队列的12桥博士（BD）学者将更成功地获得博士学位比大多数研究生。实现这一目标的联盟战略是基于对前6个BD队列的学生成功数据的仔细分析，ETS和GRE对个人潜力指数（PPI）的应用研究，以及文献中关于学生在STEM博士研究项目中的持久性和完成情况的大量研究。重要的是，建议？LSAMP跨学科和社会相关的STEM桥梁博士学位-队列七？该项目的目的是毕业博士生的学术成就和关键的非认知个人属性谁反过来又将有一个转型的方式，数学，科学，和工程原理应用于帮助解决全球性问题。拟议项目的智力价值是对非研究结果和常识强烈表明，成功留住和提升毕业生的认知指标非常重要。更具体地说，该计划将展示和评估如何诊断关键的学生非认知个人属性之前和之后进入研究生课程，然后通过专家指导和计划活动故意加强这些关键的非认知个人属性影响代表性不足的学生博士课程过渡。基于研究生课程成功的非认知预测因素的研究，以及通过与GRE项目1000名学生合作收集的试点数据，以下六个广泛的属性已被确定为研究生成功，保留和完成博士学位的最佳预测因素。这些广泛的类别包括熟练技能，如（1）知识和创造力;（2）沟通技能;（3）团队合作;以及人际因素，如（4）弹性;（5）规划和组织;（6）道德和诚信。广泛的深入采访教师GRE用户（沃波尔，M。B.，伯顿，N。W.，Kanyi，K.，&和Jackenthal，A.，2001年），当结合彻底审查教育研究文献（ETS，2008年）（Diverse，2009），其中包括持久性/坚韧性（工作非常努力/能够克服挑战和挫折）以及情绪反应能力（接受反馈而不设防，在压力下工作得很好），作为一个成功的毕业生成果的指标，它是极其重要的，但往往被忽视和低估，特别是当与其他五个方面一起评估时。尚未调查或尝试的是积极发展和加强韧性，毅力/坚韧和情绪反应能力，同时努力发展和加强其他五个关键属性，以及之前有学生进入博士课程。在亚利桑那州州立大学的桥梁博士课程提供了一个有用的方式来过渡LSAMP学生从本科到博士课程，与开发一个模型，可以传播，以提高全国STEM领域的博士学位获得受益于所有学生的潜在更广泛的影响。