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: 1954923
• 负责人: Colette Patt
• 金额: $ 50万
• 依托单位: University of California-Berkeley
• 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=1954923&HistoricalAwards=false
• 关键词: IGE; Innovations; Graduate; Education; Identity

Advancement of underrepresented minority (URM) groups continues to be of critical importance in science, technology, engineering and mathematics fields (STEM). At each level of the educational and career pipeline (e.g. student, postdoctoral, faculty), underrepresentation becomes more severe. At the most advanced levels of the academic ranks, the postdoctoral and faculty levels, the number of positions in the US has increased substantially over the past two decades, providing a window of opportunity for diversification of the professoriate. While the number of URM PhD recipients has grown, the URG share of faculty positions in these fields has increased only modestly, particularly at the nation’s research universities. If one important focus of diversity efforts at research universities is to place URG scholars into the professoriate, these scholars need to do more than complete their Ph.D. programs – they must stand out in terms of the “gold standard” by which prospective applicants for postdoctoral and faculty jobs are judged: their publication record. A candidate’s publication record is the most important criterion for potential employment in most four-year and almost all research universities, and is a measure of success in the academy, including for promotions to tenure. This National Science Foundation Innovations of Graduate Education (IGE) award to the University of California, Berkeley, will address disparities in outcomes, including publication records, for URM doctoral students, while improving the graduate education experience for all students. The Identity, Structure and Belonging (ISB) project will tackle the persistent problem of underrepresentation not at the level of individual faculty or student perceptions, actions, or interactions, but rather, at the level of the organizational structure of graduate programs. IGE-ISB will use a mixed methods research approach that begins with synthesis of existing data, followed by extensive qualitative data collection (participant-driven semi-structured interviews), rigorous analysis, development of a “blueprint” describing how features of graduate programs work to create equitable career outcomes; and a quantitative self-assessment tool (a Likert-type questionnaire) by which departments and universities can assess their graduate program design. IGE-ISB will address this key research question: What are the underlying graduate program structures reflected in everyday practices and routine day-to-day ways of doing things in doctoral programs that produce equitable outcomes for their students? How might departments alter their structures to establish processes, procedures, and climate that are effective at preparing all, equitably, for the full array of careers that lead from a PhD education, including academic careers? What are the specific methods by which departments establish clarity of expectations and a sense of belonging at critical stages of the doctoral programs to enhance equitable outcomes? IGE-ISB will develop a blueprint of graduate program features that lead to equitable career outcomes for students, one that is pragmatic and applicable across departments, and that can be applied at a national scale. 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.

在科学、技术、工程和数学领域，提高代表性不足的少数群体的地位仍然至关重要。 在教育和职业管道的每一个层次（例如学生，博士后，教师），代表性不足变得更加严重。在最高级的学术级别，博士后和教师级别，美国的职位数量在过去二十年中大幅增加，为教授的多样化提供了机会之窗。 虽然URM博士学位获得者的数量有所增加，但URG在这些领域的教师职位中所占的份额仅略有增加，特别是在国家的研究型大学。如果研究型大学多元化努力的一个重要重点是将URG学者纳入教授职位，那么这些学者需要做的不仅仅是完成博士学位。项目-他们必须在“黄金标准”方面脱颖而出，这是判断博士后和教师工作的潜在申请人的标准：他们的出版记录。在大多数四年制大学和几乎所有研究型大学，候选人的出版记录是潜在就业的最重要标准，也是衡量学术成就的标准，包括晋升为终身教职。 授予加州大学伯克利分校的美国国家科学基金会研究生教育创新（IGE）奖将解决URM博士生成果（包括出版记录）方面的差异，同时改善所有学生的研究生教育体验。身份，结构和归属（ISB）项目将解决代表性不足的持续问题，而不是在个别教师或学生的看法，行动或互动的水平，而是在研究生课程的组织结构的水平。政府间统计研究所将采用混合方法研究办法，首先综合现有数据，然后广泛收集定性数据（参与者驱动的半结构化面试），严格的分析，描述研究生课程的功能如何工作，以创造公平的职业成果的“蓝图”的发展;以及一个定量的自我评估工具（一个李克特型问卷），各部门和大学可以评估他们的研究生课程设计。IGE-ISB将解决这个关键的研究问题：什么是基本的研究生课程结构反映在日常实践和日常的日常工作方式在博士课程，为学生产生公平的结果？各部门如何改变其结构，以建立有效的流程，程序和氛围，为所有人公平地准备博士教育所带来的全部职业生涯，包括学术生涯？哪些部门建立明确的期望和归属感在博士课程的关键阶段，以提高公平的结果的具体方法是什么？IGE-ISB将制定研究生课程功能的蓝图，为学生带来公平的职业成果，这是务实和适用于各部门的，并且可以在全国范围内应用。研究生教育创新（IGE）计划的重点是研究生教育的研究。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。