NRT-IGE: Innovating Graduate STEM Education Through Bio-Social Partnerships

NRT-IGE：通过生物社会伙伴关系创新STEM研究生教育社会科学与生物或生命科学之间存在着明显的交流障碍。两所大学的学者都被训练成从特定学科的角度来产生知识，作为学生，很少有机会从事跨学科的探究。天普大学研究生教育创新（IGE）轨道上的国家科学基金会研究培训（NRT）奖汇集了来自地理和城市研究（社会科学）和生物学（生命科学）部门的科学家，以试点跨学科学习和交流模式，将工作室作为协作学习空间，科学博物馆作为公共交流的场所。该项目将有助于对以身体为中心的知识的生产和大学伙伴关系在分享这些知识方面的作用进行更广泛的学术反思。该项目的目标是让社会科学和生命科学的研究生通过关注一个广泛的共性——产生关于人体知识的动力——来相互交流，并与公众交流。身体是一个复杂的现象，同时是生物和社会，因此代表了跨学科合作的战略主题焦点。要开发和测试的跨学科研究生教育模式将使用设计工作室的方法，要求学生围绕一个不明确的问题组织调查。研究生的学习将围绕两个连续的设计工作室和一个互动展览来组织。本系列是连续的，因为每个阶段都需要更广泛的受众来关注设计问题。第一个工作室的学生将设计教室内的交流；而在第二个工作室，他们将为外部观众设计，并从初中、高中和本科教室的学生那里获得反馈。在设计工作室开发的原型将被转化为展品，在宾夕法尼亚州费城的富兰克林研究所（Franklin Institute）科学博物馆向公众展示。将跟踪和评估学生的学习情况，以及外展活动对学生和家庭的影响。因此，该项目旨在收集有关跨学科研究生教育和大学-博物馆合作伙伴关系模式有效性的数据，这些模式可以更广泛地扩展和适应。NSF研究培训（NRT）计划旨在鼓励开发和实施大胆的、新的、具有潜在变革性和可扩展的STEM研究生教育培训模式。研究生教育创新轨道专门用于试点，测试和评估新颖，创新和潜在的变革性研究生教育方法。

NRT-IGE: Innovating Graduate STEM Education Through Bio-Social PartnershipsDistinct barriers of communication exist between the social sciences and the biological or life sciences in the academy. Scholars from each are trained to produce knowledge from a discipline-specific perspective, and seldom have the opportunity, as students, to engage in cross-disciplinary inquiry. This National Science Foundation Research Traineeship (NRT) award in the Innovations in Graduate Education (IGE) Track to Temple University brings together scientists from the departments of Geography and Urban Studies (Social Sciences) and Biology (Life Sciences) to pilot a model for cross-disciplinary learning and communication that will use studios as a collaborative learning space and a science museum as a venue for public communication. The project will contribute to wider academic reflection about the production of body-centered knowledge and the role of university partnerships to share this knowledge. The goal of the project is to prepare graduate students in the social and life sciences to communicate with each other and with the public by focusing on one broad commonality - the drive to produce knowledge about the human body. The body is a complex phenomenon that is simultaneously biological and social, and thus represents a strategic thematic focus for interdisciplinary collaboration. The model of interdisciplinary graduate education to be developed and tested will use the design studio approach, which asks students to structure inquiry around an ill-defined problem. Graduate student learning will be organized around two sequential design studios and an interactive exhibit. This series is sequential in that each stage demands a broader audience around which to focus design problems. Students in the first studio will design for intra-classroom communication; while in the second studio, they will design for outside audiences and receive feedback from students in middle school, high school, and undergraduate classrooms. Prototypes developed in the design studios will be transformed into exhibits to be presented to public audiences at the Franklin Institute, a science museum in Philadelphia, PA. Student learning will be tracked and evaluated, as will the impacts of outreach activities on students and families. As such, the project seeks to collect data on the effectiveness of this model for interdisciplinary graduate education and university-museum partnerships that could be more broadly scaled and adapted. The NSF Research Traineeship (NRT) Program is designed to encourage the development and implementation of bold, new, potentially transformative, and scalable models for STEM graduate education training. The Innovations in Graduate Education Track is dedicated solely to piloting, testing, and evaluating novel, innovative, and potentially transformative approaches to graduate education.