Collaborative Research: Rising Doctoral Institute

研究表明，历史上未被充分代表的种族和民族群体（非裔美国人、西班牙裔美国人、美洲原住民和太平洋岛屿）完成工程博士学位的比例低于多数同龄人。多数学生每获得7个工程学博士学位，只有一个少数学生能获得。为了解决这个问题，我们开发了新兴博士研究所（RDI），旨在为正在崛起的工程博士生提供及时和准备的经验，以解决与未被充分代表的学生过渡到博士学位相关的问题。然而，我们明白，一次干预并不能改变被低估的博士生的现状。出于这个原因，我们提出的项目旨在开发一种基于研究的干预模式，并在机构合作伙伴之间建立一个实践社区，以根据当地情况开发和调整这种模式。该项目的组成部分是对学术系统动态的调查，以及像RDI这样的项目的实施如何影响机构内的系统变化。因此，本项目的目标是：(1)研究早期干预对博士生向工程博士学位过渡的影响，以及(2)为院校开发可持续模式，以在校园内实施，帮助代表性不足的学生向博士学位过渡。本项目的智力优势在于研究与实践相结合的设计。使用定量和定性研究方法，我们将揭示导致代表性不足的学生成功过渡到博士学位的因素，以及设计适合上下文的本地rdi的策略。为了实现这些目标，我们设计了一个五年计划。在第一年，我们将以2019年的试点项目为蓝本，举办一个RDI项目，并邀请来自五个合作机构的代表在他们为自己的机构制定RDI类型的干预措施时进行观察和指导。在第二年，合作院校将各自在各自的院校举办RDI类型的干预活动，RDI pi将作为现场顾问，帮助合作院校解决即将到来的代表性不足的研究生的需求。在第三年，我们将与最初的合作院校举办展览，介绍不同的研究发展计划模式，并将计划扩展至多达20所新院校，以发展各自版本的研究发展计划。我们还将通过导师小组会议发展主办RDI干预措施的机构网络。在第4年和第5年，我们将培育这个由5个最初合作机构领导领导的实践社区，并根据研究成果开发产品，如衡量RDI影响的评估工具、主持RDI等支持项目的指南、指导博士生进入博士学位的指南。在五年的时间里，该项目有可能对大约1500名未被充分代表的博士生的博士学位完成率产生积极影响，这些博士生将参与RDI的实施，并来自25个机构的合作机构的50名领导者。研究成果包括：1)针对代表性不足的工程专业博士生的干预模型的研究变体；2)此类早期干预对代表性不足的博士生向博士学位过渡的影响的数据；3)帮助机构领导者为其机构的新博士开发可持续支持结构和系统的研究模型。该奖项反映了美国国家科学基金会的法定使命，并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，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.