Postdoctoral Research Opportunities for Greater Retention, Engagement, Scholarship, and Success (PROGRESS) in Broadening STEM Education

扩大 STEM 教育领域的博士后研究机会，以提高保留率、参与度、奖学金和成功（进展）

• 批准号: 2329490
• 负责人: Bridget Hilbig
• 金额: $ 124.3万
• 依托单位: Weber State University
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2024
• 资助国家: 美国
• 起止时间: 2024-01-01 至 2026-12-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2329490&HistoricalAwards=false
• 关键词: Postdoctoral; Research; Opportunities; Greater; Retention

The teacher-scholar model for higher education is common among faculty at regional colleges and universities and primarily undergraduate institutions (PUIs), yet most faculty have spent their immediate time after graduate school as postdoctoral researchers advancing scholarship at larger research institutions. Because of this, the approximately 66,000 current postdoctoral scholars have minimal opportunities to improve their teaching and to learn to manage the teaching and research expectations at regional institutions and PUIs, schools that the vast majority of students attend. The teacher-scholar model may provide postdoctoral scholars with better training for the diverse type of positions available for those with a Ph.D., especially in science, technology, engineering, and mathematics (STEM) and STEM education disciplines. This type of training can also be of significance in increasing the diversity of tenure-track faculty because persons excluded due to ethnicity and race (PEERs) are those most likely to pursue non-STEM jobs after obtaining a STEM degree. The project involves a multifaceted approach to transform STEM postdoctoral training for a cohort of four postdoctoral Fellows. Through the program, Fellows become independent scholars who have obtained skills in pedagogy, teaching, writing, and mentorship, all of which can later translate to positions at regional institutions, PUIs, larger research institutions, and industry. Through a teacher-scholar model, PROGRESS Fellows engage in ongoing STEM education research at a regional PUI and develop their own, independent research program building their research expertise, skills, and competencies to engage in impactful STEM and STEM education scholarship. Additionally, PROGRESS includes a multitiered approach to mentorship to help appropriately develop postdoctoral Fellows. Using qualitative and quantitative surveys, self-assessments and annual reviews, and teaching evaluations, the program goals include the generation of novel data on 1) factors that contribute to a sense of belonging in academia for postdoctoral scholars that identify as women and PEERs, 2) professional development activities that contribute to PEERs’ career decision self-efficacy, and 3) the role of the teacher-scholar model for postdoctoral training.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.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.

高等教育的教师-学者模式在区域学院和大学以及主要是本科院校（PUI）的教师中很常见，但大多数教师在研究生院毕业后立即花时间作为博士后研究人员在大型研究机构推进奖学金。正因为如此，目前约66，000名博士后学者几乎没有机会改善他们的教学，并学习管理绝大多数学生就读的区域机构和PUI的教学和研究期望。教师-学者模式可以为博士后学者提供更好的培训，以适应博士学位提供的各种职位，特别是在科学、技术、工程和数学（STEM）以及STEM教育学科。这种类型的培训对于增加终身教职教师的多样性也很重要，因为因民族和种族而被排除在外的人（PEER）是那些在获得STEM学位后最有可能从事非STEM工作的人。该项目涉及一个多方面的方法来改变四个博士后研究员的一个队列的STEM博士后培训。通过该计划，研究员成为独立的学者，他们获得了教学，教学，写作和指导方面的技能，所有这些技能后来都可以转化为区域机构，PUI，大型研究机构和行业的职位。通过教师-学者模式，PROGRESS研究员在区域PUI参与正在进行的STEM教育研究，并开发自己的独立研究计划，建立他们的研究专业知识，技能和能力，以从事有影响力的STEM和STEM教育奖学金。此外，PROGRESS还包括一个多层次的指导方法，以帮助适当地发展博士后研究员。使用定性和定量调查，自我评估和年度审查，以及教学评估，该计划的目标包括1）因素，有助于在学术界的归属感博士后学者确定为妇女和同行，2）专业发展活动，有助于同行的职业决策自我效能感的新数据的生成，以及3）教师-学者模式在博士后培养中的作用。本项目由STEM教育博士后研究奖学金资助（干艾德PRF）计划，旨在提高研究知识，技能，并在干，干教育，教育，该奖项反映了NSF的法定使命，并被认为是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的支持。