IGE: Increasing Academic Success for Underrepresented Minority PhD Graduate STEM Students Through Self-Advocacy Education

IGE：通过自我倡导教育提高少数族裔博士研究生 STEM 学生的学术成功

基本信息

批准号：
1954836
负责人：
Carmen Lilley
金额：
$ 49.78万
依托单位：
University of Illinois at Chicago
依托单位国家：
美国
项目类别：
Standard Grant
财政年份：
2020
资助国家：
美国
起止时间：
2020-07-01 至 2024-06-30
项目状态：
已结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=1954836&HistoricalAwards=false
关键词：
IGE Increasing Academic Success Underrepresented

项目摘要

This National Science Foundation Innovations in Graduate Education (IGE) award to the University of Illinois at Chicago (UIC) will create a new educational program of self-advocacy to help students from underrepresented minority (URM) groups increase doctoral program completion in science, technology, engineering, and mathematics (STEM) fields. URM students enroll in and complete PhD degrees in STEM at a much lower rate than majority groups; they also often face what educational researchers refer to as “climates of intimidation” within higher education and STEM. This project’s goals are to support students’ empowerment, agency and authenticity for academic success and social integration into STEM. This will be accomplished with a training program that translates the evidence-based findings of the learning disabilities communities to promote self-advocacy and positively impact the retention and academic success of URM PhD students. This IGE will address whether teaching self-advocacy increases the academic success, social integration and general well-being of URM PhD STEM students, and thereby lead to improvements in doctoral degree attainment. A comprehensive review of evidence-based practices for teaching self-advocacy within the learning disability communities found that there are three critical factors that, when combined, result in increased academic success: empowerment, self-awareness, and social justice. Self-advocacy has been shown to increase students’ retention during critical transitions to post-secondary education or increase participation in learning STEM disciplines, while also increasing academic success. Thus, the research hypothesis is that teaching self-advocacy will result in improved academic success, improved social integration, and improved health and well-being for URM STEM graduate students at UIC, many of whom are first generation or low-income. The societal impact of this grant will be a successful graduate education program that is inclusive of URM students and that will inform on a broader scale how to increase participation of URM graduate students in STEM disciplines. It is anticipated that the translation of evidence-based educational practices from the learning disabilities communities will serve as a foundation for teaching self-advocacy to URM STEM graduate students, and further the translation of these practices to other student populations and fields at UIC and other institutions of higher learning that want to increase the academic success of their URM graduate students. This work will also add to the needed scholarship on the factors that impact resilience of URM STEM PhD graduate students and how self-advocacy affects their academic success and health/well-being.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 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.

这项国家科学基金会研究生教育（IGE）授予芝加哥大学（UIC）的创新将创建一个新的自我倡导教育计划，以帮助来自代表性不足的少数民族（URM）小组的学生增加科学，技术，工程和数学（STEM）领域的博士学位课程。 URM学生在STEM中入学并完成博士学位，比多数组低得多；他们还经常面对教育研究人员所说的“恐吓气候”和STEM。该项目的目标是支持学生的授权，代理和真实性，以实现学术成功和社会融合的STEM。这将通过一项培训计划来完成，该计划将学习障碍社区的基于证据的发现，以促进自我顾问并积极影响URM博士学位学生的保留和学术成就。这种IGE将解决教学自我倡导是否会增加URM博士STEM学生的学术成就，社会融合和一般福祉，从而导致博士学位学位的提高。对学习障碍社区中教学自我倡导的基于证据的实践的全面综述发现，有三个关键因素在合并后会导致学术成就的增加：赋权，自我意识和社会正义。已显示自我倡导能力可以增加学生在批判性过渡到大专教育期间的保留率，或者增加参与学习STEM学科的参与，同时也增加了学术上的成功。这是研究假设是，教学自我倡导能力将改善学术成就，改善社会融合，改善UIC的URM STEM研究生的健康和福祉，其中许多人是第一代或低收入。这笔赠款的社会影响将是一项成功的研究生教育计划，其中包含URM学生，并将在更广泛的规模上为如何增加URM研究生参与STEM学科的参与。可以预料，从学习障碍社区中基于证据的教育实践的翻译将成为向URM STEM研究生进行自我倡导的基础，并进一步将这些实践的转化为UIC和其他高等教育机构的其他学生人口和领域，他们希望增加他们的URM研究生学术成就。这项工作还将增加有关影响URM STEM博士研究生弹性的因素的所需奖学金，以及自我恶化如何影响他们的学术成就和健康/福祉。研究生教育的创新（IGE）计划侧重于研究生教育研究。 IGE的目标是试点，测试和验证创新方法来研究生教育，并产生将这些方法转移到广播员社区所需的知识。该奖项反映了NSF的法定任务，并被认为是通过基金会的知识分子优点和更广泛的审查标准通过评估来评估的。