I3 Building Bridges, Creating Community and Wise Mentoring: Building Institutional Capacity to Enhance Diversity in STEM Disciplines

I3 搭建桥梁、创建社区和明智的指导：建设机构能力以增强 STEM 学科的多样性

• 批准号: 1038099
• 负责人: Tabbye Chavous
• 金额: $ 175万
• 依托单位: Regents of the University of Michigan - Ann Arbor
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2010
• 资助国家: 美国
• 起止时间: 2010-09-15 至 2018-05-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1038099&HistoricalAwards=false
• 关键词: I3; Building; Bridges; Creating; Community

The project proposed here integrates existing University of Michigan activities to increase participation of underrepresented minority students in STEM fields in three ways: (1) by attracting a new group of underrepresented minority students to doctoral education in biology, math and physics via master?s degree programs; (2) by enhancing and strengthening the intergenerational community among underrepresented minority scientists and engineers at all student and faculty levels of the University: (3) by strengthening the capacity of all faculty members to provide effective mentoring to students who come from educational and cultural backgrounds different from their own. Diversity in the STEM disciplines has only begun to reflect the diversity of the U.S. population. We believe it is urgent to encourage more of the nation's talented underrepresented minority undergraduates to pursue scientific doctorates by engaging them in research master's programs that will provide full funding and strong preparation for doctoral programs. The traditional path of moving students directly from undergraduate study to doctoral education has not accomplished the goal of increasing diversity in STEM, and may even be counterproductive. Some evidence suggests that underrepresented minority students are more likely than other students to pursue master?s degrees before committing to doctoral education. Our proposed master's programs aim particularly at attracting students in fields (ecology and evolutionary biology, mathematics and physics) where other efforts to diversify doctoral programs have been relatively unsuccessful. The master?s programs are thoughtfully designed to incorporate scientific rigor and active learning innovations. However, by themselves they are unlikely to be successful; our plans call for active contributions of key institutional partners. We will recruit and support students via a strong intergenerational community of underrepresented minority faculty and students at all levels in the University. To surround master's students with an intergenerational community we will take advantage of many existing programs currently aimed at either undergraduate or doctoral students. The master's students will also be supported in creating their own community within and across programs. We will develop the faculty to offer focused, competent and intentional mentoring. Strong and effective faculty mentoring will encourage these students to pursue doctoral education, and simultaneously will increase the campus capacity for excellent mentoring of underrepresented minority students at all levels. This program, then, will integrate our NSF-funded and UM-funded efforts to recruit and support URM students at all levels of science education. Intellectual Merit: Our proposal is based on solid social science evidence about the support structures that predict the academic success of students from underrepresented groups. Moreover, it creates strong links between research excellence and successful educational outcomes for both students and faculty mentors, through deep ties across academic generations in research groups and faculty mentoring teams. It leverages existing federally-funded and university-supported resources (all of which have been carefully evaluated) to enhance underrepresented minority students' seamless transitions and ultimate success in academic science careers. Broader Impact: By increasing the participation of underrepresented minorities in selected STEM fields, we seek to have a broader impact by attracting new students into doctoral education, and by providing URM students at all levels of university education with intergenerational community and wise mentoring. If successful, we will provide a new model of graduate education for URM students that can be shared across the STEM disciplines and disseminated to other research universities. Our successful students, as they complete master?s degrees and doctorates, will become mentors in their own right, and will generate "positive feedback" in the education system, moving the scientific workforce towards equitable representation by underrepresented minority groups.   1

这里提出的项目整合了密歇根大学现有的活动，以增加代表性不足的少数民族学生在STEM领域的三种方式的参与：（1）通过吸引一个新的代表性不足的少数民族学生群体的生物学，数学和物理博士教育通过硕士？s学位课程;（2）在大学的所有学生和教职员工中，提高和加强代表性不足的少数民族科学家和工程师之间的代际社区;（3）加强所有教职员工向来自不同教育和文化背景的学生提供有效指导的能力。 STEM学科的多样性才刚刚开始反映美国人口的多样性。我们认为，当务之急是鼓励更多的国家的有才华的代表性不足的少数民族本科生追求科学博士学位，让他们在研究硕士课程，将提供充分的资金和博士课程的强有力的准备。将学生直接从本科学习转移到博士教育的传统路径并没有实现增加STEM多样性的目标，甚至可能适得其反。一些证据表明，代表性不足的少数民族学生比其他学生更有可能追求硕士？在攻读博士学位之前，我们提出的硕士课程的目的是特别吸引学生在领域（生态学和进化生物学，数学和物理），其他努力多样化博士课程一直相对不成功。 大师？我们的课程经过深思熟虑的设计，将科学的严谨性和积极的学习创新结合起来。然而，这些计划本身不太可能成功;我们的计划需要主要机构伙伴的积极贡献。我们将通过在大学各级代表性不足的少数民族教师和学生的强大代际社区招募和支持学生。围绕硕士生与代际社区，我们将利用目前针对本科生或博士生的许多现有项目。硕士的学生也将在创建自己的社区内和跨程序的支持。我们将发展教师队伍，提供重点突出，有能力和有意识的指导。强大而有效的教师指导将鼓励这些学生追求博士教育，同时将增加校园的能力，为代表性不足的少数民族学生在各级优秀的指导。该计划，然后，将整合我们的NSF资助和UM资助的努力，以招募和支持URM学生在各级科学教育。 智力优势：我们的建议是基于坚实的社会科学证据的支持结构，预测来自代表性不足的群体的学生的学术成功。此外，它通过研究小组和教师指导团队中学术世代之间的深厚联系，为学生和教师导师的卓越研究与成功的教育成果之间建立了紧密的联系。它利用现有的联邦资助和大学支持的资源（所有这些都经过仔细评估），以提高代表性不足的少数民族学生的无缝过渡和学术科学事业的最终成功。 更广泛的影响：通过增加代表性不足的少数族裔在选定STEM领域的参与，我们寻求通过吸引新学生进入博士教育以及为各级大学教育的URM学生提供代际社区和明智的指导来产生更广泛的影响。如果成功，我们将为URM学生提供一种新的研究生教育模式，可以在STEM学科中共享，并传播到其他研究型大学。我们成功的学生，作为他们完整的主人？拥有博士学位和博士学位的科学家们将凭借自己的能力成为导师，并将在教育系统中产生“积极的反馈”，使科学工作者的代表权由代表性不足的少数群体公平分配。  1