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Collaborative Research: NRT-IGE: Deploying Holistic Admissions and Critical Support Structures to Increase Diversity and Retention of US Citizens in Physics Graduate Programs

合作研究：NRT-IGE：部署整体招生和关键支持结构，以增加美国公民在物理学研究生项目中的多样性和保留率

基本信息

批准号：
1633275
负责人：
Casey Miller
金额：
$ 42.8万
依托单位：
Rochester Institute of Tech
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 2021-08-31
项目状态：
已结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=1633275&HistoricalAwards=false
关键词：
Collaborative Research NRT IGE Deploying

项目摘要

The issue of diversity in STEM is of national importance. The future needs of the US technological workforce necessitate cultivating the entire domestic talent pool, especially groups historically and currently underrepresented in STEM: women, African Americans, Hispanic Americans, and Native Americans. Successfully transitioning underrepresented students to graduate studies is key to this vision, but the majority of STEM PhD programs are failing in this regard. This National Science Foundation Research Traineeship (NRT) award in the Innovations in Graduate Education (IGE) Track to the Rochester Institute of Technology and the American Physical Society (APS) will explore interventions that may help increase the access of US women and underrepresented minorities to physics PhD programs and increase the PhD completion rates of these groups. This innovative project will, for the first time, investigate how physics faculty approach admissions and student retention. Evaluation data from this project will allow the design of training materials to help faculty use more inclusive practices. Because these interventions are likely to be transferrable to different fields and institutions, the project has the potential to revolutionize how STEM graduate admission is carried out and to increase the completion rates of US citizens in STEM PhD programs.This project will address graduate STEM education inclusion at both the admission and retention phases. To address access, the project will investigate faculty attitudes and admission measures. Physics faculty attitudes toward diversity, merit, and non-cognitive constructs will be assessed as a measure of change readiness. Participating faculty will then be trained in holistic admissions, a method that is proven to increase diversity in graduate education. The project will develop and validate a non-cognitive assessment tool as part of the holistic admissions packet. To address retention, faculty will be trained on evidence-based support structures that can help new graduate students manage the difficult first years of graduate school. Experimental faculty-centered workshops on admissions and retention will be developed and delivered by the project to four partnering programs at three universities (Rochester Institute of Technology, University of Central Florida, and University of Denver) and then at national meetings hosted by the APS. Formative assessments of these workshops throughout the grant period will be used to revise and refine the materials, resulting in an Admissions and Retention Faculty Training Program that may be used by departments across the country. The APS will curate the resulting materials and help facilitate training during and after project completion, ensuring wide dissemination and sustainable impact of proven practices.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.

STEM的多样性问题具有国家重要性。美国技术劳动力的未来需求需要培养整个国内人才库，特别是历史上和目前在STEM中代表性不足的群体：女性，非洲裔美国人，西班牙裔美国人和美洲原住民。成功地将代表性不足的学生过渡到研究生学习是实现这一愿景的关键，但大多数STEM博士课程在这方面都失败了。这个国家科学基金会研究培训（NRT）奖在研究生教育创新（IGE）跟踪技术的罗切斯特研究所和美国物理学会（APS）将探讨干预措施，可能有助于增加美国妇女和代表性不足的少数民族获得物理博士课程，并提高这些群体的博士学位完成率。这个创新项目将首次调查物理系如何处理招生和学生保留问题。该项目的评估数据将使培训材料的设计，以帮助教师使用更具包容性的做法。由于这些干预措施可能会转移到不同的领域和机构，该项目有可能彻底改变STEM研究生入学的方式，并提高美国公民在STEM博士课程中的完成率。该项目将在入学和保留阶段解决研究生STEM教育的包容性。为了解决入学问题，该项目将调查教师的态度和入学措施。物理教师对多样性，优点和非认知结构的态度将被评估为变化准备的措施。参与的教师将接受全面招生的培训，这种方法被证明可以增加研究生教育的多样性。该项目将开发和验证非认知评估工具，作为整体招生包的一部分。为了解决保留问题，教师将接受基于证据的支持结构的培训，这些结构可以帮助新的研究生管理研究生院艰难的第一年。该项目将开发并向三所大学（罗切斯特理工学院、中央佛罗里达大学和丹佛大学）的四个合作项目提供以教师为中心的关于入学和保留的实验性研讨会，然后在APS主办的全国会议上提供。在整个赠款期间，这些讲习班的形成性评估将用于修订和完善材料，从而产生一个可供全国各部门使用的招生和保留教师培训计划。APS将策划产生的材料，并帮助促进培训期间和项目完成后，确保广泛传播和可持续的影响证明practices.The 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。

项目成果

期刊论文数量（7）

专著数量（0）

科研奖励数量（0）

会议论文数量（0）

专利数量（0）

Analyzing admissions metrics as predictors of graduate GPA and whether graduate GPA mediates Ph.D. completion

分析录取指标作为研究生 GPA 的预测因素以及研究生 GPA 是否会影响博士学位。

DOI：
10.1103/physrevphyseducres.17.020115
发表时间：
2021
期刊：
Physical Review Physics Education Research
影响因子：
3.1
作者：
Verostek, Mike;Miller, Casey W.;Zwickl, Benjamin
通讯作者：
Zwickl, Benjamin

Response to comment on “Typical physics Ph.D. admissions criteria limit access to underrepresented groups but fail to predict doctoral completion”

对典型物理学博士评论的回应

DOI：
10.1126/sciadv.aba4647
发表时间：
2020
期刊：
Science Advances
影响因子：
13.6
作者：
Miller, Casey W.;Zwickl, Benjamin M.;Posselt, Julie R.;Silvestrini, Rachel T.;Hodapp, Theodore
通讯作者：
Hodapp, Theodore

Identifying qualities of physics graduate students valued by faculty

确定教师重视的物理研究生的素质