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cholarder模式在区域学院和大学的教师和小学机构（PUIS）中很普遍，但是大多数教师在研究生院毕业后立即度过了较大研究机构的学术研究生的立即度过。因此，大约66,000个现任博士后学者的机会很少，可以改善他们的教学，并学会管理区域机构和PUI的教学和研究期望，这是绝大多数学生参加的学校。教师challar模型可以为博士学位的学者提供更好的培训，以提供有关博士学位的人，尤其是科学，技术，工程和数学（STEM）和STEM教育学科的多样性。这种类型的培训在增加终身教师的多样性方面也可能具有重要意义，因为由于种族和种族而被排除的人（同龄人）是那些在获得STEM学位后最有可能从事非茎工作的人。该项目涉及一种多方面的方法，用于改变四个博士后研究员队列的STEM博士后培训。通过该计划，研究员成为独立学者，他们已经获得了教学，教学，写作和心态的技能，所有这些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charlar模型，进步研究员在区域性PUI进行了持续的STEM教育研究，并制定了自己的独立研究计划，建立了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教育科学。此外，进步还包括一种多端的心态方法，以帮助适当发展博士后研究员。使用定性和定量调查，自我评估和年度审查以及教学评估，该计划的目标包括生成有关1）因素的因素，这些因素有助于学术界的属于妇女和同龄人的学术界的归属感。教育博士后研究奖学金（STEM ED PRF）计划，旨在增强STEM，STEM，STEM教育，教育，教育和相关学科的最新研究知识，技能和实践，以促进他们的准备工作的准备，以提高基本知识的知识，以反映NSF的法定任务并通过评估范围来进行评估。