Community Engaged Disciplinary and Educational Researchers in STEM (CEDERS)

社区参与 STEM 学科和教育研究人员 (CEDERS)

• 批准号: 2329408
• 负责人: Shalaunda Reeves
• 金额: $ 121.94万
• 依托单位: University of Tennessee Knoxville
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2023
• 资助国家: 美国
• 起止时间: 2023-10-01 至 2026-09-30
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2329408&HistoricalAwards=false
• 关键词: Community; Engaged; Disciplinary; Educational; Researchers

The institutional cohort postdoctoral fellowship program for Community Engaged Disciplinary and Educational Researchers in STEM (CEDERS) is designed to enhance the research knowledge, skills, and practices of recent doctoral graduates in STEM Education. Community outreach and public dissemination are regular features of the work that STEM researchers do. However, traditional approaches to university-community partnerships privilege academic expertise. In contrast, community engaged scholarship (CES) encourages a more democratic process and exchange of multiple types of expertise. This approach can welcome engagement among communities who often have more knowledge of social issues than academic researchers. Consequently, CES in STEM holds promise to broaden participation in STEM-related fields. The CEDERS program is designed to prioritize CES in educational research projects led by postdoctoral fellows and done in collaboration with STEM researchers and community stakeholders. Findings from the fellows’ projects have the potential to influence the direction of STEM outreach and education that will reach a large number of community stakeholders. Hence, this project may directly improve the effectiveness of STEM outreach and education to serve the needs of communities. Further, this model for a STEM educator-STEM disciplinary researcher-community partnership can provide a pathway to CES at other institutions working towards the goal of broadening participation in STEM on an even larger scale.The project activities will integrate the best practices of STEM postdoctoral development and CES learning to elevate training of STEM education postdoctoral fellows through (1) engagement in research that facilitates collaboration among STEM education and STEM disciplinary scholars and community partners; (2) design of research that aims for the mutually beneficial exchange of knowledge and resources across institutional and community stakeholders for the purpose of broadening participation in STEM in PreK-16 contexts; and (3) access to resources and relationships, including participation in multiple groups and communities that can expand early career scholars’ connectedness. Integrating across these approaches can improve not only the postdoctoral fellows’ capacity for impactful research but also their preparedness for a professional career in STEM education. To reflect the collaborative nature of the project, postdoctoral fellows will be mentored by a committee of STEM education and STEM faculty and supported through individualized research and professional development plans. These plans follow effective models for building capacity for engaged scholarship along a competency-based trajectory and incorporate promising practices for faculty development.This project is supported by NSF’s STEM Education Postdoctoral Research Fellowship (STEM Ed PRF) Program with co-funding from the Advancing Informal STEM Learning (AISL) Program. The STEM Ed PRF Program 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 AISL Program, supports projects that: (a) contribute to research and practice that considers informal STEM learning's role in equity and belonging in STEM; (b) promote personal and educational success in STEM; (c) advance public engagement in scientific discovery; (d) foster interest in STEM careers; (e) create and enhance the theoretical and empirical foundations for effective informal STEM learning; (f) improve community vibrancy; and/or (g) enhance science communication and the public's engagement in and understanding of STEM and STEM processes.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.

该机构队列博士后奖学金计划为社区卫生组织的学科和教育研究人员在干（CEDERS）的目的是提高研究知识，技能和实践最近的博士毕业生在干教育。社区外展和公共传播是STEM研究人员工作的常规特征。然而，传统的大学-社区合作方式使学术专长享有特权。相比之下，社区参与奖学金（CES）鼓励更民主的过程和多种类型的专业知识的交流。这种方法可以欢迎社区的参与，他们往往比学术研究人员更了解社会问题。因此，CES in STEM有望扩大STEM相关领域的参与。CEDERS计划旨在将CES优先考虑在博士后研究员领导的教育研究项目中，并与STEM研究人员和社区利益相关者合作完成。研究员项目的结果有可能影响STEM外联和教育的方向，从而影响到大量社区利益攸关方。因此，该项目可以直接提高STEM推广和教育的有效性，以满足社区的需求。此外，本发明还这一STEM教育者-STEM学科研究者-社区伙伴关系的模式可以为其他致力于更大规模地扩大STEM参与目标的机构提供CES的途径。项目活动将整合STEM博士后发展和CES学习的最佳实践，通过（1）提高STEM教育博士后研究员的培训水平。参与研究，促进STEM教育和STEM学科学者和社区合作伙伴之间的合作;（二）设计研究，旨在机构和社区利益相关者之间的知识和资源的互利交流，以扩大STEM的参与，PreK-16背景;以及（3）获得资源和关系，包括参与多个团体和社区，可以扩大早期职业学者的联系。整合这些方法不仅可以提高博士后研究员进行有影响力的研究的能力，还可以提高他们在STEM教育中的职业生涯准备。为了反映该项目的合作性质，博士后研究员将由STEM教育和STEM教师委员会指导，并通过个性化的研究和专业发展计划提供支持。这些计划遵循有效的模式，沿着以能力为基础的轨道建设参与奖学金的能力，并纳入有前途的教师发展实践。该项目由NSF的STEM教育博士后研究奖学金（STEM艾德PRF）计划支持，并由推进非正式STEM学习（AISL）计划共同资助。STEM艾德PRF计划旨在提高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，以促进他们准备从事基础和应用研究，促进该领域内的知识。AISL计划支持以下项目：（a）促进研究和实践，考虑非正式STEM学习在STEM中的公平和归属感方面的作用;（B）促进STEM中的个人和教育成功;（c）推动公众参与科学发现;（d）培养对STEM职业的兴趣;（e）为有效的非正式STEM学习创建和加强理论和经验基础;（f）促进STEM学习。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。