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Broadening Participation and the Culture of Undergraduate Research Experiences

扩大本科生研究经验的参与和文化

基本信息

批准号：
2100129
负责人：
Dustin Thoman
金额：
$ 128.9万
依托单位：
San Diego State University Foundation
依托单位国家：
美国
项目类别：
Continuing Grant
财政年份：
2021
资助国家：
美国
起止时间：
2021-07-15 至 2024-06-30
项目状态：
已结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=2100129&HistoricalAwards=false
关键词：
Broadening Participation Culture Undergraduate Research

项目摘要

It is critically important that the United States create and maintain a thriving scientific workforce that propels future discoveries and innovations. The academic research laboratory is an essential context where students learn what science is, what is expected of a scientist, and decide whether they will pursue or persist within the scientific community. This project investigates the transmission of norms, expectations, and values between and among scientists, their students, and their research personnel. We do not yet know how faculty communicate the cultural beliefs and practices of science in ways that do – or do not – support student motivation and experiences, especially those students who are from historically underrepresented backgrounds. The goal of this project is to follow nearly one thousand students working within faculty research labs at three universities to answer four research questions: 1. How do the messages that faculty directly and indirectly convey to their research labs shape students’ perceptions about the norms and values of science? 2. To what extent do faculty’s beliefs about the norms and values of science predict experiences of microaffirmations in the lab among students from historically underrepresented backgrounds? 3. To what extent do faculty beliefs about the norms and values of science predict undergraduate student research interest and persistence, and are these effects stronger for students from historically underrepresented backgrounds? 4. To what degree do we observe discrepancies between faculty beliefs about the norms and values of science, and what students think their faculty believe? Do these discrepancies predict student experiences and outcomes? To answer these questions, the project will draw on longitudinal social psychological methods and social capital theory. This project aims to employ behavioral measures related to student persistence, productivity, and career choices, in addition to subjective measures of research interest collected over one year. The goal is to produce transformative knowledge on scientific communication processes that shape students’ research experiences and interests, in order to retaining a diverse and robust future scientific workforce.This project is funded by the EHR Core Research (ECR) program, which supports work that advances fundamental research on STEM learning and learning environments, broadening participation in STEM, and STEM workforce development.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.

美国创建并维持一支蓬勃发展的科学队伍以推动未来的发现和创新至关重要。学术研究实验室是学生了解科学是什么、对科学家的期望以及决定是否在科学界追求或坚持的重要环境。该项目调查科学家、学生和研究人员之间规范、期望和价值观的传播。我们还不知道教师如何以支持或不支持学生动机和经历的方式传达文化信仰和科学实践，特别是那些来自历史上代表性不足的背景的学生。该项目的目标是跟踪在三所大学的教师研究实验室工作的近千名学生，回答四个研究问题： 1. 教师直接和间接向其研究实验室传达的信息如何塑造学生对科学规范和价值观的看法？ 2. 教师对科学规范和价值观的信念在多大程度上可以预测来自历史上代表性不足背景的学生在实验室中的微观肯定经历？ 3. 教师对科学规范和价值观的信念在多大程度上可以预测本科生的研究兴趣和毅力？对于来自历史上代表性不足的背景的学生来说，这些影响是否更强？ 4. 我们观察到教师对科学规范和价值观的信念与学生认为教师的信念之间存在多大程度的差异？这些差异是否可以预测学生的经历和结果？为了回答这些问题，该项目将利用纵向社会心理学方法和社会资本理论。该项目旨在除了一年多收集的研究兴趣的主观衡量标准之外，还采用与学生的毅力、生产力和职业选择相关的行为衡量标准。目标是产生关于科学传播过程的变革性知识，塑造学生的研究经验和兴趣，以保留多样化和强大的未来科学劳动力。该项目由 EHR 核心研究 (ECR) 计划资助，该计划支持推进 STEM 学习和学习环境的基础研究、扩大 STEM 的参与以及 STEM 劳动力发展的工作。该奖项反映了 NSF 的法定使命，并被认为值得支持通过使用基金会的智力优点和更广泛的影响审查标准进行评估。