Collaborations in Discipline-Based Education Research to Train Postdoctoral Scholars

该项目将通过在北达科他州州立大学的跨学科教育研究合作（CiDER）计划中为博士后学者创建一个结构化和脚手架式的培训计划来服务于国家利益。CiDER计划将促进跨学科的合作，整合和综合，同时也促进我们对如何最好地支持博士后经验和为未来的职业生涯做好准备的理解。它可以作为其他培训项目的模式。博士后学员将与CiDER社区成员合作，在STEM教育领域开展独立的研究项目，特别强调探索农村社区的STEM教学和学习。学生将参与专业发展，旨在发展他们在DBER的研究技能，并浏览大学和部门的文化。CiDER博士后培训计划将以实践社区模式为基础，并通过团队指导和旨在促进技能发展的活动提供支持。博士后培训生将在两个主题之一开发独立的研究项目：（1）学科内容的教学和学习，以及跨背景和学科转移知识，技能和解决问题的策略;以及（2）一般认知和学习，包括对影响学科理解以外的学习的教学实践的审查，重点是改善多样性，公平性和包容性，促进体制改革，提高科学素养。培训计划将解决博士后，特别是妇女和历史上被排除在STEM之外的人的有据可查的孤立经历，并将专门培养受训者的认知和情感技能，建立自我效能和归属感。该项目由STEM教育博士后研究奖学金（STEM艾德PRF）计划资助，旨在提高STEM，STEM教育，教育和相关学科的近期博士学位的研究知识，技能和实践，以推进他们的准备，从事基础和应用研究，促进该领域的知识。 该项目还得到了STEM教育研究能力建设（BCSER）计划和改善本科STEM教育（IUSE）计划的支持。该奖项反映了NSF的法定使命，并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，被认为值得支持。

This project will serve the national interest by creating a structured and scaffolded training program for postdoctoral scholars within the Collaborations in Interdisciplinary Discipline-Based Education Research (CiDER) program at North Dakota State University. The CiDER program will facilitate collaboration, integration, and synthesis across disciplines, while also advancing our understanding of how to best support the postdoctoral experience and prepare postdocs for future career endeavors. It may serve as a model for other training programs. Postdoctoral trainees will collaborate with members of the CiDER community to conduct independent research projects in STEM Education, with particular emphasis on exploring STEM teaching and learning in rural communities. Trainees will engage in professional development designed to develop both their research skills in DBER and to navigate university and department cultures.The CiDER postdoctoral training program will be grounded in a Community of Practice model and be supported by team-based mentoring and activities designed to facilitate skill development. The cohort of postdoctoral trainees will develop independent research projects in one of two threads: (1) teaching and learning of disciplinary content, and transferring knowledge, skills, and problem-solving strategies across contexts and disciplines; and (2) general cognition and learning including examination of pedagogical practices that impact learning beyond disciplinary understanding, with an emphasis on improving diversity, equity, and inclusion, promoting institutional transformations, and increasing scientific literacy. The training plan will address the well-documented isolating experiences of postdocs, particularly women and people historically excluded from STEM and will specifically develop trainees’ cognitive and affective skills and to build self-efficacy and sense of belonging. This project is funded by the STEM Education Postdoctoral Research Fellowship (STEM Ed PRF) program that aims to enhance the research knowledge, skills, and practices of recent doctorates in STEM, STEM education, education, and related disciplines to advance their preparation to engage in fundamental and applied research that advances knowledge within the field. The project is also supported by the Building Capacity in STEM Education Research (BCSER) program and the Improving Undergraduate STEM Education (IUSE) program.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.