PhD Progression: Creating Workforce-driven Flexible Credentials for Doctoral Students

博士升读：为博士生创建劳动力驱动的灵活证书

• 批准号: 2224988
• 负责人: Sarah Hokanson
• 金额: $ 46.22万
• 依托单位: Trustees of Boston University
• 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: 2022-10-01 至 2025-09-30
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2224988&HistoricalAwards=false
• 关键词: PhD; Progression; Creating; Workforce; driven

The role of doctoral education in the United States workforce has been shifting for several decades. The number of PhDs awarded steadily increased while the percentage of tenured faculty shrunk dramatically. Consequently, the vast majority of Ph.D. degree recipients will not go on to a tenured position but instead will pursue a variety of career paths outside of academia and in a wide range of sectors, including industry, non-profits, and governmental agencies. To supplement existing Ph.D. programs by equipping graduate students with the complex knowledge, skills, and attitudes necessary to be successful professionals in various careers, the project team has created and piloted a micro-credentialing training program: Ph.D. Progression. By completing Ph.D. Progression badges, Ph.D. students can gain skills in key areas such as communication, management, self-awareness, research, and teaching towards serving effectively in a diverse, inclusive, and global professional landscape. The digital badging system included in Ph.D. Progression also allows students to monitor their progress and demonstrate directly to employers the outcomes from the time they invested in their professional development. This NSF Innovations in Graduate Education (IGE) award will support the expansion of the Ph.D. Progression content to be widely accessible with newly integrated perspectives from the workforce through the creation of a consortium of academic and non-academic institutions.The project aims to increase the number of Ph.D. Progression badges and integrate workforce perspective and assessments directly into badge content. The project team will also create mentoring circles and sponsored internship opportunities for students. Students will work on short projects with industry professionals to apply their learning and gain hands-on professional mentorship. These activities will allow students to interact with employers during their academic training and learn to communicate effectively with them. In addition, students will get a sense of the diverse identities, backgrounds, experiences, and expertise within the STEM Ph.D. workforce. These interactions will also increase the value of the credentials to both the workforce and students. Reaching these goals will involve establishing partnerships with industry, universities, and other Boston University offices. Therefore, the project team intends to use and evaluate a consortium operating within an Equitable Collaboration Framework to involve all these partners equitably in the implementation and management of the project. Through analysis of data collected from students, industry partners, and trainers, the project will generate and disseminate knowledge about: a) how academic institutions can enhance Ph.D. student preparation for a broad range of careers through self-paced badges, and b) how professional development and doctoral program improvements are informed by emerging workforce needs and shifting job markets. Data sources include: enrollment (pre-) and post-completion surveys, badge activities and assessments, Ph.D. student annual exit survey data, post-graduation job market outcomes, participant interviews, and employer interviews and surveys. Project findings will help answer questions about student motivation, industry engagement, learning outcomes in the proposed training model, employment outcomes, and participant and employer perceptions of career preparation. The Innovations in Graduate Education (IGE) program is focused on research in graduate education. The goals of IGE are to pilot, test and validate innovative approaches to graduate education and to generate the knowledge required to move these approaches into the broader community.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.

几十年来，博士教育在美国劳动力中的作用一直在变化。授予博士学位的人数稳步增加，而终身教职人员的比例急剧下降。因此，绝大多数的博士。学位获得者将不会继续终身职位，而是将在学术界之外和广泛的部门，包括工业，非营利组织和政府机构，追求各种职业道路。以补充现有的博士学位。通过为研究生提供成为各种职业成功专业人士所需的复杂知识，技能和态度，项目团队创建并试点了一个微型认证培训计划：博士进步。通过完成博士学位进步徽章博士学位学生可以获得关键领域的技能，如沟通，管理，自我意识，研究和教学，以有效地服务于多元化，包容性和全球性的专业环境。数字徽章系统包括在博士。进步还允许学生监控他们的进步，并直接向雇主展示他们在职业发展中投入的时间的成果。这个NSF研究生教育创新（IGE）奖将支持博士学位的扩展。通过创建学术和非学术机构联盟，利用劳动力的新整合观点广泛获取进展内容。晋升徽章，并将员工视角和评估直接集成到徽章内容中。项目团队还将为学生创建指导圈和赞助实习机会。学生将与行业专业人士一起从事短期项目，以应用他们的学习并获得实践专业指导。这些活动将使学生在学术培训期间与雇主互动，并学会与他们有效沟通。此外，学生将获得不同的身份，背景，经验和专业知识在干博士的感觉。劳动力这些互动也将增加证书对员工和学生的价值。实现这些目标将涉及与行业，大学和其他波士顿大学办事处建立伙伴关系。因此，项目小组打算利用和评估一个在公平合作框架内运作的财团，让所有这些伙伴公平地参与项目的执行和管理。通过分析从学生、行业合作伙伴和培训师那里收集的数据，该项目将产生和传播有关以下方面的知识：a）学术机构如何提高博士学位。学生通过自定进度的徽章为广泛的职业生涯做准备，以及B）如何通过新兴的劳动力需求和不断变化的就业市场来了解专业发展和博士课程的改进。数据来源包括：入学（前）和毕业后调查，徽章活动和评估，博士。学生年度离职调查数据、毕业后就业市场结果、参与者访谈以及雇主访谈和调查。项目调查结果将有助于回答有关学生动机，行业参与度，拟议培训模式的学习成果，就业成果以及参与者和雇主对职业准备的看法等问题。研究生教育创新（IGE）计划的重点是研究生教育的研究。IGE的目标是试验、测试和验证研究生教育的创新方法，并产生将这些方法推广到更广泛的社区所需的知识。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知识价值和更广泛的影响审查标准进行评估来支持。