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NRT-IGE: Advancing Graduate Education in the Chemical Sciences

NRT-IGE：推进化学科学研究生教育

基本信息

批准号：
1633008
负责人：
Michael Ashby
金额：
$ 49.36万
依托单位：
University of Oklahoma Norman Campus
依托单位国家：
美国
项目类别：
Standard Grant
财政年份：
2016
资助国家：
美国
起止时间：
2016-09-15 至 2022-08-31
项目状态：
已结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=1633008&HistoricalAwards=false
关键词：
NRT IGE Advancing Graduate Education

项目摘要

A clear need for reconsidering the doctoral curriculum in the chemical sciences has emerged. The long-established apprenticeship model for training graduate students, whereby a doctoral student learns from one master advisor, assumes that most graduating Ph.D. students will become faculty members within a university or conduct industry research to address foundational questions in the sciences. Today most Ph.D. chemists do not seek academic appointments and much less basic research is being conducted in the chemical industry. In addition, the knowledge and skill base doctoral students are expected to master continues to expand, while market-like behaviors undertaken by faculty to secure grants, contracts, and patents may create doctoral training contexts in which doctoral research skill development is uneven or unnecessarily extended. This National Science Foundation Research Traineeship (NRT) award in the Innovations in Graduate Education (IGE) track to the University of Oklahoma will pilot an innovative graduate curriculum in the Department of Chemistry and Biochemistry that emphasizes customization of individual student programs and careful monitoring of progress. Learning outcomes and evaluation data will be used to determine if this transformative curriculum effectively promotes efficient individual doctoral training while decreasing the time to degree. This curriculum is anticipated to provide a template for revision and reinvigoration of doctoral programs in the chemical sciences nationwide. While the components of this innovative curriculum model are based on recommendations from landmark national studies concerning STEM graduate education, this pilot will test these components within a comprehensive curricular revision project. The curriculum model will employ competency-based assessment, accelerated learning, and concrete milestones to meet the goals of broadening participation in the chemistry Ph.D. program while decreasing the time to degree. Through greater oversight, customized curricula, and the use of student-led Individual Development Plans, the number of graduates per year is expected to increase as a result of minimizing attrition and decreasing the time to degree. Greater emphasis will be placed on professional development and skill sets that reach beyond the traditional, narrow definition of chemistry so graduates will be better positioned to contribute to an increasingly diverse workforce. The effectiveness of the new curriculum will be evaluated by comparison with historical data at the University of Oklahoma and current practices and data from a number of peer institutions. The project will document "real time" student and faculty experiences and detail emergent challenges as the curriculum is enacted, thereby delineating how the curriculum model may be best replicated across doctoral programs and serve as a resource for other universities nationwide. Project dissemination will include the development of a web-based toolbox of resources to facilitate widespread adoption of successful components. Networked Improvement Communities of faculty and administrators from peer institutions will be used to promote cultural change, invigorate the national debate, maintain reform momentum, and to navigate institutional barriers. The NSF Research Traineeship (NRT) Program is designed to encourage the development and implementation of bold, new, potentially transformative 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.

一个明确的需要重新考虑在化学科学博士课程已经出现。培养研究生的学徒制模式由来已久，即博士生从一位硕士导师那里学习，这一模式假定大多数即将毕业的博士生都是博士生。学生将成为大学教师或进行工业研究，以解决科学中的基础问题。今天大多数博士化学家并不寻求学术任命，更不用说在化学工业中进行的基础研究。此外，知识和技能基础博士生预计掌握继续扩大，而教师进行的市场行为，以确保赠款，合同和专利可能会创建博士培训环境中，博士研究技能的发展是不平衡的或不必要的扩展。这个国家科学基金会研究培训（NRT）奖在研究生教育创新（IGE）轨道的俄克拉荷马州大学将试点创新的研究生课程在化学和生物化学，强调个别学生课程的定制和仔细监测进展的部门。学习成果和评估数据将用于确定这种变革性的课程是否有效地促进了有效的个人博士培训，同时减少了获得学位的时间。预计该课程将为全国化学科学博士课程的修订和振兴提供模板。虽然这一创新课程模式的组成部分是基于关于STEM研究生教育的具有里程碑意义的国家研究的建议，但该试点将在全面的课程修订项目中测试这些组成部分。该课程模式将采用基于能力的评估，加速学习和具体的里程碑，以满足扩大参与化学博士学位的目标。程序，同时减少时间的程度。通过更大的监督，定制的课程，并使用学生主导的个人发展计划，每年的毕业生人数预计将增加，因为最大限度地减少自然减员和减少学位的时间。将更加重视专业发展和技能，超越传统的，狭隘的化学定义，使毕业生将更好地为日益多样化的劳动力做出贡献。新课程的有效性将通过与俄克拉荷马州大学的历史数据和一些同行机构的现行做法和数据进行比较来评估。该项目将记录“真实的时间”的学生和教师的经验，并详细说明紧急的挑战，因为课程制定，从而划定课程模式如何最好地复制跨博士课程，并作为全国其他大学的资源。项目传播将包括开发一个网上资源工具箱，以促进广泛采用成功的组成部分。来自同行机构的教师和管理人员的网络改进社区将用于促进文化变革，激发全国辩论，保持改革势头，并克服体制障碍。NSF研究培训（NRT）计划旨在鼓励开发和实施大胆的，新的，潜在的变革性模型，用于STEM研究生教育培训。研究生教育创新轨道专门致力于试点，测试和评估新颖，创新和潜在的变革性研究生教育方法。