Collaborative research: Variation in the awarding and effectiveness of STEM graduate student funding across teaching and research assistantships, fellowships, and traineeships

合作研究：STEM 研究生资助在教学和研究助教、奖学金和见习方面的授予和有效性的变化

• 批准号: 1535226
• 负责人: David Knight
• 金额: $ 74.92万
• 依托单位: Virginia Polytechnic Institute and State University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2015
• 资助国家: 美国
• 起止时间: 2015-10-01 至 2021-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1535226&HistoricalAwards=false
• 关键词: Collaborative; research; Variation; awarding; effectiveness

Researchers at the University of Texas at Austin and Virginia Polytechnic Institute and State University will conduct a mixed methods research project to better understand how various mechanisms of funding - fellowships, research assistantships, teaching assistantships, etc. - influence students' pursuit of doctorates in STEM and subsequent employment. The project will produce empirical evidence and a conceptual framework to inform the improvement of graduate student funding policies and interventions by addressing the differences in the types of funding that are offered to diverse student populations. The researchers will investigate the qualitative questions using national data from the Survey of Earned Doctorates (SED) and then use that data to inform questions for further investigation within the study sites for data collection via interviews with graduate students, administrators and faculty members across eight STEM disciplines and seven NSF-funded centers at eight institutions. The researchers will use socialization theory to guide the research. Hypothesizing that funding mechanisms are important drivers of socialization, the researchers will investigate the following research questions:(1) How do graduate students? funding mechanisms vary across their incoming characteristics (i.e. demographics and bachelor's or master's institutional type, location, or affiliation) and STEM discipline? (2) What is the relationship between graduate students' funding mechanisms and their post-doctoral outcomes? (3) How does the relationship between graduate students' funding mechanisms and their post-doctoral outcomes vary across their incoming characteristic and STEM discipline? (4) What do STEM graduate students, faculty members, and administrators perceive to be the benefits and drawbacks of various graduate student funding mechanisms? How does each group make decisions about offering or accepting offers of different funding mechanisms?(5) How does funding mechanism impact STEM graduate students? experiences, socialization, identity formation, and other factors previously shown to contribute to overall success? The analysis will provide insight about the difference socialization opportunities may have for certain groups of students but not others. In addition, the research results will inform interventions for broadening participation in STEM. The project is supported by the ECR program that emphasizes fundamental STEM education research that generates foundational knowledge in the field. Investments are made in critical areas that are essential, broad and enduring: STEM learning and STEM learning environments, broadening participation in STEM, and STEM workforce development. ECR supports the accumulation of robust evidence to inform efforts to understand, build theory to explain, and suggest intervention and innovations to address persistent challenges in STEM interest, education, learning and participation.

德克萨斯大学奥斯汀和弗吉尼亚理工学院和州立大学的研究人员将进行一项混合方法研究项目，以更好地了解各种资金机制（研究金，研究助理职位，助教等各种机制）如何影响学生对STEM中博士的追求和后续就业。该项目将产生经验证据和概念框架，以通过解决为多元化学生人群提供的资金类型的差异来告知研究生资助政策和干预措施的改善。研究人员将使用来自获得的博士学位调查（SED）调查的国家数据来调查定性问题，然后使用该数据为研究地点的进一步调查提供信息，以通过对八个机构的八个STEM学科和七个NSF资助的中心的研究生，管理人员和教职员工进行访谈，以进行数据收集。研究人员将使用社会化理论来指导研究。假设资助机制是社会化的重要驱动力，研究人员将研究以下研究问题：（1）研究生如何？资金机制在其传入特征（即人口统计学和学士学位或大师的机构类型，位置或隶属关系）和STEM纪律方面有所不同吗？ （2）研究生的资金机制与博士后结果之间有什么关系？ （3）研究生的资金机制与博士后结果之间的关系在传入的特征和STEM纪律之间有何不同？ （4）STEM研究生，教职员工和管理人员认为是什么是各种研究生资助机制的好处和缺点？每个小组如何决定提供或接受不同资金机制的报价？（5）资金机制如何影响STEM研究生？经验，社会化，身份形成和其他因素以前证明会导致整体成功？该分析将为某些学生而不是其他学生提供社会化机会的差异提供见解。此外，研究结果将为开阔参与STEM的干预措施提供信息。该项目得到了ECR计划的支持，该计划强调了基本的STEM教育研究，该研究在该领域产生了基础知识。投资是在重要，广泛和持久的关键领域进行的：STEM学习和STEM学习环境，扩大参与STEM以及STEM劳动力的发展。 ECR支持积累强大的证据，以告知努力，以理解，建立理论来解释并提出干预和创新，以应对STEM兴趣，教育，学习和参与方面的持续挑战。