CAREER: Fostering broader participation and thriving in STEM: A comprehensive investigation of faculty mentorship of doctoral students

教师早期职业发展（CAREER）计划是国家科学基金会范围内的活动，提供奖励，以支持初级教师谁通过杰出的研究，优秀的教育，以及教育和研究的整合在其组织的使命的背景下，发挥教师学者的作用。这个项目授予一个职业学者的目标是增加我们对有效的教师指导及其与STEM研究生“蓬勃发展”的联系的理解，定义为参与和成就。 该项目将研究和教育与研究生培训、年度培训讲习班和研究成果的传播相结合。 除了为教师编写培训材料外，教育活动还包括为本科生和研究生提供培训机会。 该奖项由EHR核心研究计划支持，该计划支持基本的STEM教育研究计划。这项工作将应用基于社会支持的心理学理论的框架，以了解教师指导在学生成绩中的作用。 在这个理论结构中，社会认同的影响与学生对导师对学生潜力的信念的看法以及学生对导师提供的支持的看法有关。学生的这些评价可以通过客观结果（例如通过要求，出版物）和主观体验（例如动机，压力）来衡量“蓬勃发展”。这项研究将审查：教师指导的哪些方面被博士生认为会影响他们的成功;感知和观察到的教师支持的作用;以及教师指导的哪些行为类型会影响学生的感知。 现场研讨会将作为开发STEM教师有效指导在线培训模块的基础。 该项目的结果将扩大导师制对研究生准备的影响的知识，并通过增加我们对教师导师如何影响学生成功的理解来降低流失率。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智力价值和更广泛的影响审查标准进行评估来支持。

The Faculty Early Career Development (CAREER) program is a National Science Foundation-wide activity that offers awards in support of junior faculty who exemplify the role of teacher-scholars through outstanding research, excellent education, and the integration of education and research within the context of the mission of their organizations. This project awarded to a CAREER scholar has the goal to increase our understanding of effective faculty mentoring and its connection to STEM graduate student “thriving”, defined in terms of engagement and achievement. This project integrates research and education with graduate traineeships, annual training workshops, and the dissemination of research. Besides developing training materials for faculty, the educational activities include training opportunities for undergraduate and graduate students. This award is supported by the EHR Core Research program which supports fundamental STEM Education research initiatives. The work will apply a framework based on the psychological theory of social support to understand the role of faculty mentorship in student outcomes. Within this theoretical construct, the impact of social identity is linked to the student’s perception of the mentor’s belief in the student’s potential as well as the student’s perception of support provided by the mentor. These appraisals by the student can contribute to “thriving” as measured by objective outcomes (e.g. passing requirements, publications) and subjective experiences (e.g. motivation, stress). The study will examine: what aspects of faculty mentorship are perceived by doctoral students to impact their success; the role of perceived and observed faculty support; and, what types of behavior by a faculty mentor impact the student’s perception. In-person workshops will serve as the basis for the development of an online training module on effective mentoring by STEM faculty. The results of this project will expand knowledge of the impact of mentorship on preparing graduate students and reducing attrition rates by increasing our understanding of how faculty mentors can impact the success of students.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.