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

高等教育的教师-学者模式在地区学院和大学以及主要的本科机构（PUIs）的教师中很常见，但大多数教师在研究生毕业后立即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，目前约有66,000名博士后学者几乎没有机会提高他们的教学水平，也没有机会学习如何管理绝大多数学生就读的地区机构和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，以满足博士学位提供的各种类型的职位，特别是在科学、技术、工程和数学（STEM）和STEM教育学科。这种类型的培训对于增加终身教职员工的多样性也很重要，因为由于种族和种族（PEERs）而被排除在外的人最有可能在获得STEM学位后从事非STEM工作。该项目涉及一项多方面的方法，以改变STEM博士后培训的四名博士后。通过该项目，研究员成为独立学者，他们在教学、教学、写作和指导方面获得了技能，所有这些技能后来都可以转化为地区机构、公共事业单位、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还包括多层次的指导方法，以帮助适当发展博士后研究员。通过定性和定量调查、自我评估和年度回顾以及教学评估，该项目的目标包括产生以下方面的新数据：1)有助于女性和同行博士后学者在学术界产生归属感的因素；2)有助于同行职业决策自我效能的专业发展活动；3)教师-学者模式在博士后培训中的作用。该项目由STEM教育博士后研究奖学金（STEM Ed 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的研究知识，技能和实践，以促进他们从事基础和应用研究的准备，从而推进该领域的知识。该奖项反映了美国国家科学基金会的法定使命，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。

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.