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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.

这个国家科学基金会研究生教育创新（IGE）奖给伊利诺伊大学芝加哥分校（UIC）将创建一个新的自我宣传教育计划，以帮助来自代表性不足的少数民族（URM）群体的学生增加科学，技术，工程和数学（STEM）领域的博士课程完成。URM学生在STEM领域注册并完成博士学位的比率远低于大多数群体;他们还经常面临教育研究人员所说的高等教育和STEM领域的“恐吓气候”。该项目的目标是支持学生的赋权，代理和真实性，以取得学术成功和社会融入STEM。这将通过一项培训计划来实现，该计划将学习障碍社区的循证调查结果转化为促进自我宣传，并对URM博士生的保留和学术成功产生积极影响。这IGE将解决教学自我宣传是否增加了URM博士STEM学生的学术成功，社会融合和总体福祉，从而导致博士学位获得的改善。对学习障碍社区内教学自我宣传的循证实践的全面审查发现，有三个关键因素，当它们结合在一起时，会导致学术成功的增加：赋权，自我意识和社会正义。自我宣传已被证明可以提高学生在向中学后教育的关键过渡期间的保留率，或提高学习STEM学科的参与度，同时也提高了学术成就。因此，研究假设是，教学自我宣传将导致提高学术成就，改善社会融合，并改善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个成功的研究生教育计划，包括URM学生，并将在更广泛的范围内告知如何增加URM研究生在STEM学科的参与。预计从学习障碍社区的循证教育实践的翻译将作为教学自我宣传URM STEM研究生的基础，并进一步将这些实践翻译到UIC和其他高等院校的其他学生群体和领域，以提高URM研究生的学术成功。这项工作也将增加对影响URM STEM博士研究生的韧性的因素以及自我宣传如何影响他们的学术成功和健康/福祉所需的奖学金。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知识价值和更广泛的影响审查标准进行评估来支持。