IGE: Graduate Identity Formation through Teaching

IGE:通过教学形成研究生身份

基本信息

  • 批准号:
    1806698
  • 负责人:
  • 金额:
    $ 49.78万
  • 依托单位:
  • 依托单位国家:
    美国
  • 项目类别:
    Standard Grant
  • 财政年份:
    2018
  • 资助国家:
    美国
  • 起止时间:
    2018-09-01 至 2022-08-31
  • 项目状态:
    已结题

项目摘要

A principal goal of U.S. graduate education is to prepare independent researchers by focusing students on learning content and conducting research, particularly in science, technology, engineering, and mathematics (STEM) disciplines. Students have primarily been prepared for academic career paths although a significant proportion of STEM graduate students go on to non-academic careers. Therefore, it is vital to focus graduate education efforts on preparing a new type of scholar - one with a strong professional identity and a flexible set of tools - rather than preparing a person for a specific type of career. Although often neglected in traditional graduate education, the development of a student's professional identity is proven to raise retention rates and promote academic success, particularly for underrepresented students. This National Science Foundation Innovations in Graduate Education (IGE) award to Boise State University will test an educational model that supports the cultivation of STEM graduate students' professional identities through collaboration with undergraduate education majors and elementary students in STEM learning. The teaching and communication skills that graduate students develop through the project will be transferable to diverse career paths.GIFT (Graduate Identity Formation through Teaching) focuses on the promotion of graduate student professional identity via the concept of disciplinary stewardship, wherein professionals learn not only the knowledge and skills of their discipline, but also how their discipline connects to and serves society as a whole. Through a one credit hour course, graduate students will develop a deeper understanding of pedagogy, as well as issues related to teaching and learning. The graduate students simultaneously serve as disciplinary experts as they teach elementary teacher candidates specific topics related to the Next Generation Science Standards. The teacher candidates subsequently turn this knowledge into 15-minute mini-lessons for elementary students at a local Title I school. Based on interdisciplinary collaborations with four STEM departments at Boise State, spread over six semesters, it is anticipated that this effort will provide a transferable, low/no-cost model for future interventions that support graduate students more broadly. A comprehensive, longitudinal research plan employing both quantitative and qualitative data will enable analysis of the intervention with respect to: graduate student professional identity development, including variability across student demographics/attributes; graduate faculty advisors' attitudes/outlooks on the purposes of graduate education; and the impact of the academic disciplinary context/setting on the design of the intervention, and hence its scalability and transferability. This work stands to contribute to the fields of graduate education, educational opportunities, and STEM education research.The Innovations in Graduate Education (IGE) program is focused on research in graduate education. The goals of IGE are to pilot, test and validate innovative approaches to graduate education and to generate the knowledge required to move these approaches into the broader community. This proposal is co-funded by the Established Program to Stimulate Competitive Research (EPSCoR). EPSCoR co-funds projects that advance excellence in science and engineering research and education. Fostering sustainable increases in research, education, and training capacity and competitiveness within EPSCoR jurisdictions will enable EPSCoR participants to have increased engagement in areas supported by the NSF.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.
美国研究生教育的一个主要目标是培养独立的研究人员,让学生专注于学习内容和进行研究,特别是在科学,技术,工程和数学(STEM)学科。学生们主要是为学术职业道路做好准备,尽管很大一部分STEM研究生继续从事非学术职业。因此,至关重要的是把研究生教育的重点放在培养一种新型的学者上--一种具有强烈职业认同感和一套灵活工具的学者--而不是培养一个人从事某种特定类型的职业。虽然在传统的研究生教育中经常被忽视,但事实证明,学生专业身份的发展可以提高保留率并促进学术成功,特别是对于代表性不足的学生。本次授予博伊西州立大学的美国国家科学基金会研究生教育创新奖(IGE)将测试一种教育模式,该模式通过与本科教育专业和小学生在STEM学习方面的合作,支持STEM研究生职业认同的培养。GIFT(Graduate Identity Formation through Teaching)项目旨在通过学科管理的概念促进研究生的专业认同,专业人员不仅学习其学科的知识和技能,还学习其学科如何连接并服务于整个社会。通过一个学分的课程,研究生将发展教育学的更深入的理解,以及与教学和学习的问题。研究生同时担任学科专家,因为他们教小学教师候选人有关下一代科学标准的具体主题。随后,教师候选人将这些知识转化为当地一所一级学校小学生的15分钟迷你课程。基于与博伊西州立大学四个STEM系为期六个学期的跨学科合作,预计这项努力将为未来更广泛地支持研究生的干预措施提供一种可转移的、低/无成本的模型。一个全面的,纵向的研究计划,采用定量和定性数据将使干预方面的分析:研究生专业身份的发展,包括学生人口统计/属性的变化;研究生导师的态度/研究生教育的目的展望;以及学术学科背景/设置对干预设计的影响,因此其可扩展性和可转移性。这项工作将为研究生教育、教育机会和STEM教育研究领域做出贡献。研究生教育创新(IGE)计划专注于研究生教育研究。IGE的目标是试验、测试和验证研究生教育的创新方法,并产生将这些方法推广到更广泛的社区所需的知识。 该项目由刺激竞争研究的既定计划(EPSCoR)共同资助。EPSCoR共同资助的项目,推进卓越的科学和工程研究和教育。 促进EPSCoR管辖范围内研究、教育和培训能力及竞争力的可持续增长,将使EPSCoR参与者能够更多地参与NSF支持的领域。该奖项反映了NSF的法定使命,并通过使用基金会的知识价值和更广泛的影响审查标准进行评估,被认为值得支持。

项目成果

期刊论文数量(3)
专著数量(0)
科研奖励数量(0)
会议论文数量(0)
专利数量(0)
Physics students who teach cultivate a deeper sense of professional identity
教学的物理学生培养更深层次的职业认同感
  • DOI:
  • 发表时间:
    2022
  • 期刊:
  • 影响因子:
    0
  • 作者:
    Simmonds., P;Wenner, J.A.;Frary, M.;Llewellyn, D.
  • 通讯作者:
    Llewellyn, D.
Supporting Engineering Graduate Students in Professional Identity Cultivation through Disciplinary Stewardship
通过纪律管理支持工程研究生专业身份培养
Those Who Don’t Teach…Should Learn
那些不教书的人应该学习
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Megan Frary其他文献

Supporting STEM graduate students in strengthening their professional identity through an authentic interdisciplinary partnership
通过真正的跨学科合作伙伴关系,支持 STEM 研究生加强他们的专业身份
Kinetics of biaxial dome formation by transformation superplasticity of titanium alloys and composites
钛合金及复合材料相变超塑性双轴圆顶形成动力学

Megan Frary的其他文献

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{{ truncateString('Megan Frary', 18)}}的其他基金

CAREER: Role of Grain Boundary Character on Dynamic Recrystallization
事业:晶界特征对动态再结晶的作用
  • 批准号:
    0642363
  • 财政年份:
    2007
  • 资助金额:
    $ 49.78万
  • 项目类别:
    Continuing Grant

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Aspiration versus Attainment: Identity Construction Amongst Graduate Scheme Workers
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Immersive, Interdisciplinary, Identity-based Team Science Experiences for Indigenous Graduate Scholars
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Scholarships to Accelerate Engineering Leadership and Identity in Graduate Students
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    Standard Grant
Proficiency development as plurilingual speakers and identity change of engineering graduate students
多语言使用者的能力发展和工程研究生的身份转变
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IGE: Innovations in Graduate Education- Identity, Structure and Belonging (IGE-ISB)
IGE:研究生教育创新——身份、结构和归属(IGE-ISB)
  • 批准号:
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  • 财政年份:
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A clinical psychological study on professional identity development of graduate students
研究生职业认同发展的临床心理学研究
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Research: Effects of Perceived Bias on Engineering Identity Development in the Graduate Student Community
研究:感知偏差对研究生社区工程身份发展的影响
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基础护理教育中努力构建新毕业护士职业认同的研究
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合作研究:通过动机和身份形成提高工程研究生的表现和保留率
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    1535254
  • 财政年份:
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