EAGER Germination: What we talk about when we talk about big ideas: Using case studies to train PhD students in ideation and questioning processes

EAGER Germination：当我们谈论大创意时我们在谈论什么：利用案例研究来培训博士生的构思和提问过程

• 批准号: 1844448
• 负责人: Amy Charles
• 金额: $ 11.77万
• 依托单位: University of Iowa
• 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
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1844448&HistoricalAwards=false
• 关键词: EAGER; Germination; What; talk; about

This project from the University of Iowa seeks to develop courses for training graduate students in scientific ideation and questioning to address societal challenges, using case studies of scientists who achieved major breakthroughs. The project builds on successful pilot studies of teaching ideation and questioning, and seeks ultimately to develop formalized teaching modules that could be disseminated for use beyond the University of Iowa. This study has two potential Broader Impacts. Firstly, the training programs under development may inculcate in all participants a deepened ability to relate scientific research to societal needs. Secondly, the training programs may make scientific idea-framing and questioning processes more visible and accessible to underrepresented groups, including first-generation students, facilitating their engagement with STEM careers, and thereby diversifying and strengthening the scientific workforce.This project will use case studies of celebrated, high-achieving scientists for training graduate students in ambitious scientific ideation and questioning tethered to societal needs. Two different approaches will be compared in parallel to identify their affordances and limitations. The first is a semester-length course that will step chemistry and engineering graduate students through processes of ideation and question development using a well scaffolded 16-week framework. The second approach involves an informal drop-in weekly seminar/workshop (Reading-Writing Workshop; RWW) that will run for a year. Both courses will share some elements, including employing case studies to enable the students to tease out the processes of ideation and questioning, leveraging social scientists to provide larger perspectives on societal needs, and introducing a conceptual framework that connects critical societal needs to the guiding questions of physical science research communities. Case study work will include reviewing papers, memoirs, letter, and oral histories of significant scientists to explore their processes of idea generation, questioning of key assumptions, and integration of disciplinary approaches. The underlying hypothesis is that through considering ways in which important scientific ideas and questions are generated graduate students will develop both increased desire and increased ability to formulate and engage with important questions. Outcome evaluation will include Likert-based and qualitative assessments based on existing instruments for measuring student learning. The PIs expect that this research will lead to the development of flexible-use, "inoculatory" teaching modules for seeding a vigorously inquisitive, opportunity-seeking, broad-minded culture in groups or departments.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.

爱荷华州大学的这一项目旨在利用取得重大突破的科学家的案例研究，开发培训研究生科学思维和提问的课程，以应对社会挑战。该项目建立在教学构思和提问的成功试点研究的基础上，并寻求最终开发正式的教学模块，可以传播到爱荷华州以外的地方使用。这项研究有两个潜在的更广泛的影响。第一，正在制定的培训方案可以向所有参与者灌输将科学研究与社会需求联系起来的深化能力。其次，培训计划可能会让科学思想框架和质疑过程对于包括第一代学生在内的代表性不足的群体来说更加可见和容易，促进他们参与STEM职业，从而使科学劳动力多样化和加强。该项目将利用著名、高成就科学家的案例研究来培训研究生雄心勃勃的科学思维和质疑，以满足社会需求。将同时比较两种不同的方法，以确定其启示和局限性。第一个是一个学期的课程，将通过构思和问题的发展过程中使用一个良好的脚手架16周的框架化学和工程研究生的步骤。第二种方法是每周举办一次非正式的研讨会/讲习班（读写讲习班; RWW），为期一年。这两门课程将分享一些元素，包括采用案例研究，使学生梳理出构思和提问的过程，利用社会科学家提供社会需求的更大视角，并引入一个概念框架，将关键的社会需求与物理科学研究社区的指导问题联系起来。案例研究工作将包括审查重要科学家的论文，回忆录，信件和口述历史，以探索他们的想法产生过程，对关键假设的质疑以及学科方法的整合。基本的假设是，通过考虑重要的科学思想和问题产生的方式，研究生将发展既增加的愿望和能力，制定和参与重要的问题。成果评估将包括基于Likert的评估和基于现有学生学习衡量工具的定性评估。PI期望这项研究将导致灵活使用的“接种”教学模块的开发，以在团体或部门中播种积极好奇，寻求机会，思想开阔的文化。该奖项反映了NSF的法定使命，并被认为值得通过使用基金会的智力价值和更广泛的影响审查标准进行评估来支持。