Collaborative Research: Rising Doctoral Institute

研究表明，代表不足、历史上代表不足的种族和民族群体(非裔美国人、西班牙裔美国人、美洲原住民和太平洋岛民)完成工程学博士学位的比率低于他们的多数同龄人。每7个授予多数族裔学生的工程学博士学位，只有1个少数族裔将获得1个。为了解决这一问题，我们建立了瑞星博士学院(RDI)，旨在为正在崛起的工程学博士学生提供及时的准备经验，以解决代表人数不足的学生过渡到博士学位所遇到的相关问题。然而，我们明白，单一的干预不会改变代表不足的博士生的情况。为此，我们拟议的项目旨在为这一筹备经验开发一个以研究为基础的干预模式，并在机构合作伙伴之间建立一个实践共同体，以开发和调整这一模式以适应当地情况。该项目的一个组成部分是调查学术系统的动态，以及实施像RDI这样的项目如何影响机构内部的系统变化。因此，该项目的目标是(1)研究早期干预对博士生向工程博士学位过渡的影响，(2)开发可持续的模式，供院校在校园内实施，以帮助未被充分代表的学生过渡到博士学位。该项目的智力价值在于从研究到实践的综合设计。使用定量和定性的研究方法，我们将揭示导致未被充分代表的学生成功过渡到博士学位的因素，以及设计适合背景的本地RDIS的策略。为了实现这些目标，我们设计了一个为期五年的项目。在第一年，我们将主办一个模仿2019年主办的试点计划的RDI，并邀请来自五个合作机构的代表观察和指导他们为其机构制定RDI类型的干预。在第二年，合作机构将各自在其机构举办RDI类型的干预活动，RDI PIs将作为现场顾问，帮助合作机构解决新生代表性不足的研究生的需求。在第三年，我们将与最初合作的机构举办一场展示活动，概述RDI的不同模式，并将该项目扩展到多达20家新机构，以开发各自版本的RDI。我们还将通过导师小组会议发展主办RDI干预活动的机构网络。在第4年和第5年，我们将培育由五个最初的合作机构领导人领导的实践社区，并根据研究结果开发产品，例如用于衡量RDI影响的评估工具、RDI等支持项目的托管指南，以及指导博士生进入博士学位的指南。在五年内，该项目有可能对参与RDI实施的约1500名代表性不足的博士生和来自25个机构的合作机构的50名领导人的博士学位完成率产生积极影响。研究成果包括：1)针对工程学专业代表不足的博士生上升的干预模式的基于研究的变体，2)关于此类早期干预在代表不足的博士生过渡到博士学位过程中的影响的数据，以及3)基于研究的模式，以帮助机构领导人为其机构的博士入学发展可持续的支持结构和系统。该奖项反映了NSF的法定使命，并通过使用基金会的智力优势和更广泛的影响审查标准进行评估，被认为值得支持。

Research has shown that underrepresented historically underrepresented racial and ethnic groups (African American, Hispanic American, Native American, and Pacific Island) are finishing the doctorate in engineering in lesser rates than their majority peers. For every seven doctorates in engineering granted to majority students, only one minority will obtain one. To address this problem, we developed the Rising Doctoral Institute (RDI) which aims to provide a timely and preparatory experience for rising doctoral students in engineering to address issues related to transitioning into the PhD encountered by underrepresented students. However, we understand that a single intervention will not change the landscape for underrepresented PhD students. For this reason, our proposed project aims to develop a research-based intervention model of this preparatory experience and develop a community of practice among institutional partners to develop and adapt this model for local contexts. Integral to the project is an investigation of the dynamics of academic systems and how implementing programs like the RDI can influence systemic change within the institution. Thus, the goals of the proposed project are to (1) research the effect of early interventions for doctoral students on the transition into the engineering doctorate, and (2) develop sustainable models for institutions to implement on their campus to help underrepresented students’ transition into the doctorate.The intellectual merit of this project lies in the integrated research-to-practice design. Using quantitative and qualitative research methods, we will uncover the factors that lead to a successful transition into the doctorate among underrepresented students as well as strategies for designing context-appropriate local RDIs. To meet these goals, we designed a five-year project. In year 1, we will host an RDI modeled after a pilot program hosted in 2019 and invite representatives from five collaborating institutions to observe and coach them as they develop an RDI-type intervention for their institution. In year 2, the collaborating institutions will each host an RDI-type intervention at their institution, and the RDI PIs will serve as on-site consultants helping the collaboration institutions address the needs of incoming underrepresented graduate students. In year 3, we will host a showcase with the initial collaborating institutions to overview different models of the RDI and scale the project to up to 20 new institutions to develop their versions of the RDI. We will also develop the network of institutions hosting RDI interventions through mentor group sessions. In years 4 and 5, we will nurture this community of practice led by the five initial collaborating institution leaders and develop products based on the research findings such as evaluation tools for measuring the impact of RDI, guides to hosting support programs such as the RDI, and guides for mentoring doctoral students entering the PhD. Over five years, this project has the potential to positively impact the doctoral degree completion rates of approximately 1,500 underrepresented doctoral students who will participate in an RDI implementation and 50 leaders from collaborating institutions across 25 institutions. The research outcomes include: 1) research-based variations on an intervention model for rising underrepresented doctoral students in engineering, 2) data on the impact of such early interventions in the transition of underrepresented doctoral students into the doctorate, and 3) a research-based model to assist institutional leaders with developing sustainable support structures and systems for incoming PhDs at their institutions.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.