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Collaborative Research: Engaging Engineering Graduate Program Directors in Shifting the Default to Trauma-Informed Frameworks of Care

合作研究：让工程研究生项目主任将默认的护理框架转变为创伤知情的护理框架

基本信息

批准号：
2147744
负责人：
Adam Kirn
金额：
$ 18.72万
依托单位：
Board of Regents, NSHE, obo University of Nevada, Reno
依托单位国家：
美国
项目类别：
Standard Grant
财政年份：
2022
资助国家：
美国
起止时间：
2022-05-01 至 2025-04-30
项目状态：
未结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=2147744&HistoricalAwards=false
关键词：
Collaborative Research Engaging Engineering Graduate

项目摘要

This collaborative research project will address the growing mental health crisis that affects over 40% of graduate students by exploring how graduate program directors (GPDs) can make trauma-informed care a programmatic default. GPDs can shape departmental procedures, enact institutional policies, and disrupt power dynamics between faculty and students. In other words, GPDs are central to improving and sustaining graduate students’ mental health and wellbeing. As such, this project will construct a curriculum with GPDs to aid in implementing trauma-informed practices to a large audience of GPDs. The project outcomes will support the improvement and development of proactive interventions to support positive mental health and wellbeing in graduate engineering programs. Improving the systems that support graduate student mental health in engineering programs will enhance recruitment and retention at all levels of engineering education, which in turn addresses the national need of training engineers to address grand challenges. The project results will also raise awareness of graduate mental health in engineering programs by preparing faculty in leadership positions to change the climate in graduate programs directly. These changes will serve as evidence-based models that increase the adoption of practices to support mental health and promote student wellbeing.This project will examine the mental health crisis by focusing on the role of GPDs in integrating frameworks of care that consider the full range of traumas graduate students have experienced or could experience. The results of this investigation will characterize the roles of engineering GPDs and inform the development of methods to train a community of GPDs to implement evidence-based practices that foster care. This project will use a two-phase research design to address three research questions (RQ): RQ1: What are the characteristic roles of engineering graduate program directors in fostering cultures of care in their programs? RQ2: How do the systemic structures within higher education impact engineering graduate program directors’ implementation of trauma-informed frameworks of care? RQ3: What professional development program features can support engineering graduate program directors’ perceived ability to integrate trauma-informed frameworks of care in their approach to supporting graduate students? Phase 1 will leverage sequential mixed methods through a national survey followed by semi-structured interviews to characterize the roles of engineering GPDs and how programs leverage care practices. Phase 2 will build on these characterizations to collaboratively develop an evidence-based professional development framework for creating trauma-informed systems of care within engineering graduate programs. We will integrate a group coaching professional development approach with collaborative inquiry to explore the lived experiences of the GPDs participating and enable their attempts to foster care in their programs. The research design will expand existing theories for implementing trauma-informed frameworks of care to promote positive mental health and wellbeing within engineering graduate education. The results will inform the practices that faculty and instructors can use to realize the broad impact of trauma and recognize students experiencing, coping, and reacting to trauma. Four broader impacts will emerge from this project: (1) A characterization of GPD roles in engineering that researchers can use to accelerate other educational innovations in graduate engineering education, (2) A prototype developed and disseminated in collaboration with GPDs and an advisory board containing licensed professional counselors that can empower and enable GPDs to respond to students experiencing trauma and to minimize the occurrence of new trauma, (3) Structural changes to support students that have or will experience trauma, so they can return to deep learning and increase their likelihood to persist, and (4) Faculty who can better support systemically minoritized students through the implementation of care practices that respond to students’ identity-driven experiences.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.

这个合作研究项目将通过探索研究生项目主任（GPD）如何使创伤知情护理成为程序默认，来解决影响40%以上研究生的日益严重的心理健康危机。GPD可以塑造部门程序，制定机构政策，并破坏教师和学生之间的权力动态。换句话说，GPD是改善和维持研究生心理健康和幸福的核心。因此，本项目将构建一个GPD课程，以帮助实施创伤知情的做法，以广大观众的GPD。项目成果将支持积极干预措施的改进和发展，以支持研究生工程项目中的积极心理健康和福祉。改善支持工程项目研究生心理健康的系统将加强各级工程教育的招聘和保留，这反过来又解决了国家对培训工程师的需求，以应对重大挑战。该项目的结果还将提高对工程专业研究生心理健康的认识，使处于领导地位的教师能够直接改变研究生课程的气氛。这些变化将作为基于证据的模式，增加采用的做法，以支持心理健康和促进学生wellbeing.This项目将审查的心理健康危机，重点放在GPD的作用，在考虑研究生已经经历或可能经历的创伤的全方位护理整合框架。这项调查的结果将描述工程GPD的作用，并告知方法的开发，以培训GPD社区实施以证据为基础的实践，促进护理。本项目将采用两个阶段的研究设计，以解决三个研究问题（RQ）：RQ 1：什么是工程研究生项目主任在培养文化的照顾，在他们的节目的特点作用？第二个问题：高等教育中的系统结构如何影响工程研究生课程主任实施创伤护理框架？第三个问题：什么样的专业发展计划功能可以支持工程研究生项目主任的感知能力，整合创伤知情的护理框架，在他们的方法来支持研究生？第一阶段将通过全国调查利用顺序混合方法，然后进行半结构化访谈，以描述工程GPD的角色以及项目如何利用护理实践。第二阶段将建立在这些特征的基础上，合作开发一个以证据为基础的专业发展框架，在工程研究生课程中创建创伤知情的护理系统。我们将整合一个小组辅导专业发展的方法与合作调查，探索参与的GPD的生活经验，并使他们能够尝试在他们的计划寄养。研究设计将扩展现有的理论，实施创伤知情的护理框架，以促进工程研究生教育中的积极心理健康和福祉。结果将告知教师和教师可以使用的做法，以实现创伤的广泛影响，并认识到学生经历，应对和应对创伤。该项目将产生四个更广泛的影响：（1）GPD在工程中的作用的表征，研究人员可以用来加速研究生工程教育中的其他教育创新，（二）与GPD和一个咨询委员会合作开发和传播的原型，该咨询委员会包括有执照的专业顾问，可以授权并使GPD能够对经历创伤的学生做出反应，并尽量减少新的创伤的发生。创伤，（3）结构变化，以支持学生有或将经历创伤，使他们能够返回到深度学习，并增加他们坚持的可能性，以及（4）能够通过实施照顾学生身份的做法，更好地支持系统性少数民族学生的教师-该奖项反映了NSF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。