NRT-IGE: Penn Pathfinders

NRT-IGE：宾夕法尼亚大学探路者在过去的50年里，在一支优秀的科学队伍的支持下，美国一直引领着生物医学科学和工程方面的科学进步和教育。随着非传统职业道路的不断拓展，大多数理工科博士毕业生越来越多地选择学术界以外的职业，如在行业或政府从事教学、创业、政策和研究。然而，大多数研究生课程都是为学生的学术生涯进行培训，因此未能充分了解学生的替代职业道路，也未能为他们提供在多个专业领域取得成功的基本工具和经验。在宾夕法尼亚大学(宾夕法尼亚大学探路者)的研究生教育创新(IGE)轨道上，这项国家科学基金会研究培训(NRT)奖将专注于一项试点培训计划，该计划将为生物医学科学和工程领域的学员提供职业发展机会，并与两名非受训人员进行比较，调查其有效性。试点培训计划通过专业技能发展和提高对非学术职业道路的认识和准备，适当地针对研究生为更广泛的职业道路做准备。这一创新的试验台项目的目标是通过多个平台培养职业道路意识，提供纵向职业道路指导，并设计和制定个性化的发展计划，以获得工作场所技能和职业道路特定能力。试点将涉及经过精心挑选的不同群体，他们将接受培训，以便就职业道路作出明智的决定，并获得成功实现其职业目标所需的基本能力。将收集学员的人口统计资料和包容性、项目参与度、项目质量、满意度、学位时间以及项目内容在促进职业发展方面的有效性--最终通过纵向职业跟踪收集数据。通过对受训人员和非受训人员进行综合比较，如果在提高受训人员对其首选职业道路准备的认识和满意度方面发现显著差异，并最终目标是提高科学家和工程师在社会中的广泛影响力和参与度，则这项为期三年的试点计划将被视为成功。将确定显著有助于提高对职业道路的认识和准备的关键因素，并将这些特点纳入宾夕法尼亚大学和其他机构的更大规模的研究生培训计划。研究结果将在当地和全球范围内传播，以告知和改善生物医学科学家和工程师的职业建议。NSF研究培训(NRT)计划旨在鼓励开发和实施大胆的、新的、潜在的变革性和可扩展的STEM研究生教育培训模式。研究生教育创新轨道专门致力于试验、测试和评估研究生教育的新颖、创新和潜在的变革性方法。

NRT-IGE: Penn PathfindersThe United States has led scientific advancement and education in biomedical science and engineering for the past 50 years empowered by a stellar scientific workforce. As non-traditional career paths continue to expand, the majority of science and engineering PhD graduates increasingly choose careers outside academia, such as teaching, entrepreneurship, policy, and research in industry or government. However, most graduate programs train students for academic careers, thereby failing to adequately acquaint students with alternative career paths, or provide them with the basic tools and experiences to succeed in multiple professional sectors. This National Science Foundation Research Traineeship (NRT) award in the Innovations of Graduate Education (IGE) Track to the University of Pennsylvania (Penn Pathfinders) will focus on a pilot training program that will provide trainees in biomedical sciences and engineering with career development opportunities and investigate its effectiveness in comparison to two non-trainee cohorts. The pilot training program appropriately targets preparing graduate students for a wider range of career pathways through professional skills development and increased awareness of and preparation for non-academic career pathways.The objectives of this innovative testbed project are to foster career path awareness via multiple platforms, to provide longitudinal professional path mentoring, and to devise and enact individualized development plans for acquiring workplace skills and career path-specific competencies. The pilot will involve a carefully selected diverse cohort to be trained in making informed decisions about career paths and in acquiring the essential competencies to be successful in pursuing their career objectives. Data will be collected on trainee demographic profiles and inclusion, program participation, program quality, satisfaction, time-to-degree, and effectiveness of program content in enhancing career development-ultimately via longitudinal career tracking. Using comprehensive comparisons between trainees and non-trainees, this three-year pilot program will be considered successful if significant differences are identified between cohorts in improving the awareness of and satisfaction with preparation for their preferred career path, with the ultimate goal of enhancing the broad impact and engagement of scientists and engineers in society. The critical elements that contribute significantly to improved career path awareness and preparedness will be identified and these features will be incorporated into larger-scale graduate student training programs at Penn and other institutions. The study outcomes will be disseminated in both local and global settings to inform and improve career advising of biomedical scientists and engineers. The NSF Research Traineeship (NRT) Program is designed to encourage the development and implementation of bold, new, potentially transformative, and scalable models for STEM graduate education training. The Innovations in Graduate Education Track is dedicated solely to piloting, testing, and evaluating novel, innovative, and potentially transformative approaches to graduate education.