Design and Development: Fostering Graduate Student Professional Development Through an Instructional Incubator and Teaching Apprenticeship Model

美国的生物医学研究高度依赖于主要由研究生进行的学术研究。在整个研究生学习过程中，生物医学学生沉浸在研究中，很少或根本没有接受过最佳教学实践或替代性非学术职业机会（如行业或政府机构）知识的培训。因此，毕业生谁不继续与传统的学术生涯的斗争过渡到非学术职业，因为他们知道很少的替代品;也，那些谁留在学术和研究斗争与日益增长的教学需求，他们面临的教师。虽然研究生院曾经被认为是进入学术研究生涯的必经之路，但学术工作不再是保证。因此，生物医学研究生课程有责任重新考虑他们如何培养学生毕业后的职业生涯。 这个项目的目标是为研究生开发一个课程序列，以了解更多关于替代职业和最佳教学实践。 研究生不仅将学习职业和教学实践，而且他们还将与博士后研究员和教师合作，将他们学到的知识转化为本科课堂。 这将使他们有机会获得第一手的教学经验，并考虑如何培养当今生物医学劳动力所需的关键技能。 这个设计和开发项目的目的是开发一个可转移的模型，研究生的专业发展，教育工作者和非学者。研究生教育面临着两个基本问题：1）选择从事学术研究的学生没有接受过如何教学的培训; 2）选择离开学术研究的毕业生很少有机会获得其他研究生机会。该项目的重点是开发一个孵化器/学徒模式，使研究生接触到快速变化的科技创新和劳动力趋势，同时沉浸在学习理论和研究型教学方法的课程设计（例如基于问题的学习，主动学习）的探索。因此，研究生将参与以实证为基础的实践为基础的沉浸式课程开发体验，并接触到非学术研究生机会，这些机会通常不会直接在高等教育中得到解决。这一创新的发展利用了教学设计过程，社会建构主义理论，情境学习理论和教师的信念。虽然这一概念的证明是基于生物医学工程的背景下，提出的行动理论是广泛适用的。 将对拟议顺序的影响进行定性和定量研究。 学生将在教学前和教学后接受调查。 一部分学生也将接受采访。 这一建议的教学设计序列是一个新的，可转移的模式，以促进研究生的专业发展，是对科学和技术创新和劳动力趋势的迅速变化的世界的方案的概念证明。 结果将在密歇根大学生物医学工程转化工程教育网站上传播，并通过教育会议和期刊文章。 该奖项反映了NSF的法定使命，并被认为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来支持。

Biomedical research in the United States is highly dependent on academic research primarily performed by graduate students. Throughout their graduate studies, biomedical students immerse themselves in research, with little or no training in best teaching practices or knowledge of alternative, non-academic career opportunities, such as industry or government agencies. As a result, graduates who do not continue with traditional academic careers struggle with the transition to non-academic careers because they know very little about alternatives; also, those who remain in academics and research struggle with the increasing teaching demands they face as faculty. While graduate school used to be considered a rite of passage to a career in academic research, a job in academics is no longer a guarantee. Thus, biomedical graduate programs have a responsibility to reconsider how they are training their students for their careers after graduation. The goal of this project is to develop a course sequence for graduate students to learn more about alternative careers and best teaching practices. The graduate students will not only learn about careers and teaching practices, but they also will work with postdoctoral fellows and faculty to translate what they learn into an undergraduate classroom. This will give them a chance to have a first-hand teaching experience and consider how to develop the critical skills needed by today's biomedical workforce. The purpose of this Design and Development project is to develop a transferrable model for graduate student professional development as both educators and non-academics. Graduate education is faced with two fundamental problems: 1) students who choose to pursue academics are not trained how to teach; and, 2) graduates who choose to leave academics have little exposure to alternative postgraduate opportunities. This project focuses on developing an Incubator/Apprenticeship Model that exposes graduate students to the rapidly changing world of science and technology innovations and workforce trends, while being immersed in the exploration of learning theories and research-based teaching approaches for curriculum design (e.g. problem-based learning, active learning). As a result, graduate students will participate in an immersive curriculum development experience informed by evidence-based practices and be exposed to non-academic postgraduate opportunities commonly not addressed directly in higher education. The development of this innovation leverages the instructional design process, social constructivist theory, situated learning theory, and instructor beliefs. While this proof of concept is grounded in the context of biomedical engineering, the proposed theory of action is broadly applicable. The impact of the proposed sequence will be studied qualitatively and quantitatively. Students will be surveyed pre- and post-instruction. A subset of students will also be interviewed. This proposed instructional design sequence is a proof of concept for a novel, transferrable model for programs to foster graduate student professional development that is responsive to the rapidly changing world of science and technology innovations and workforce trends. Results will be disseminated on the University of Michigan Biomedical Enginering Transforming Engineering Education website and through educational conferences and journal articles. Other institutions interested in implementing this sequence are invited to attend any of the classes and reach out for consultation.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.