Collaborative Research: Rising Doctoral Institute

研究表明，代表性不足的历史上代表性不足的种族和族裔群体（非洲裔美国人，西班牙裔美国人，美洲原住民和太平洋岛屿）正在以低于大多数同龄人的速度完成工程博士学位。 对于每七个工程博士学位授予大多数学生，只有一个少数民族将获得一个。为了解决这个问题，我们开发了上升博士研究所（RDI），旨在为工程学博士生提供及时的预备经验，以解决代表性不足的学生遇到的过渡到博士学位的相关问题。然而，我们知道，单一的干预措施不会改变代表性不足的博士生的现状。因此，我们拟议的项目旨在开发一个基于研究的干预模式，这种准备经验，并建立一个实践社区的机构合作伙伴，以开发和适应当地情况的这种模式。 该项目的组成部分是对学术系统的动态以及实施RDI等项目如何影响机构内的系统性变化进行调查。因此，本课题的目标是：（1）研究早期干预对博士生向工程学博士学位过渡的影响;（2）开发可持续的模式，供院校在校园内实施，以帮助代表性不足的学生向博士学位过渡。本课题的智力价值在于将研究与实践相结合的设计。使用定量和定性的研究方法，我们将揭示导致代表性不足的学生成功过渡到博士学位的因素，以及设计适合背景的本地RDIs的策略。为了实现这些目标，我们设计了一个为期五年的项目。 在第一年，我们将举办一个以2019年举办的试点项目为模型的RDI，并邀请来自五个合作机构的代表观察和指导他们为自己的机构开发RDI类型的干预措施。在第二年，合作机构将在各自的机构举办RDI类型的干预活动，RDI PI将作为现场顾问，帮助合作机构解决入学人数不足的研究生的需求。在第三年，我们将与最初的合作机构一起举办一个展示会，概述RDI的不同模型，并将该项目扩展到多达20个新机构，以开发他们的RDI版本。我们还将通过导师小组会议发展RDI干预机构网络。在第四年和第五年，我们将培育由五个最初的合作机构领导人领导的实践社区，并根据研究结果开发产品，如衡量RDI影响的评估工具，RDI等支持计划的托管指南，以及指导博士生进入博士学位的指南。在五年的时间里，该项目有可能对大约1,500名代表性不足的博士生的博士学位完成率产生积极影响，这些博士生将参与RDI的实施，以及来自25个机构的合作机构的50名领导人。 研究成果包括：1）基于研究的干预模式的变化，为越来越多的代表性不足的博士生在工程，2）数据的影响，这种早期干预的过渡，代表性不足的博士生到博士学位，及3）研究-该奖项反映了NSF的法定使命，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。

Research has shown that underrepresented historically underrepresented racial and ethnic groups (African American, Hispanic American, Native American, and Pacific Island) are finishing the doctorate in engineering in lesser rates than their majority peers. For every seven doctorates in engineering granted to majority students, only one minority will obtain one. To address this problem, we developed the Rising Doctoral Institute (RDI) which aims to provide a timely and preparatory experience for rising doctoral students in engineering to address issues related to transitioning into the PhD encountered by underrepresented students. However, we understand that a single intervention will not change the landscape for underrepresented PhD students. For this reason, our proposed project aims to develop a research-based intervention model of this preparatory experience and develop a community of practice among institutional partners to develop and adapt this model for local contexts. Integral to the project is an investigation of the dynamics of academic systems and how implementing programs like the RDI can influence systemic change within the institution. Thus, the goals of the proposed project are to (1) research the effect of early interventions for doctoral students on the transition into the engineering doctorate, and (2) develop sustainable models for institutions to implement on their campus to help underrepresented students’ transition into the doctorate.The intellectual merit of this project lies in the integrated research-to-practice design. Using quantitative and qualitative research methods, we will uncover the factors that lead to a successful transition into the doctorate among underrepresented students as well as strategies for designing context-appropriate local RDIs. To meet these goals, we designed a five-year project. In year 1, we will host an RDI modeled after a pilot program hosted in 2019 and invite representatives from five collaborating institutions to observe and coach them as they develop an RDI-type intervention for their institution. In year 2, the collaborating institutions will each host an RDI-type intervention at their institution, and the RDI PIs will serve as on-site consultants helping the collaboration institutions address the needs of incoming underrepresented graduate students. In year 3, we will host a showcase with the initial collaborating institutions to overview different models of the RDI and scale the project to up to 20 new institutions to develop their versions of the RDI. We will also develop the network of institutions hosting RDI interventions through mentor group sessions. In years 4 and 5, we will nurture this community of practice led by the five initial collaborating institution leaders and develop products based on the research findings such as evaluation tools for measuring the impact of RDI, guides to hosting support programs such as the RDI, and guides for mentoring doctoral students entering the PhD. Over five years, this project has the potential to positively impact the doctoral degree completion rates of approximately 1,500 underrepresented doctoral students who will participate in an RDI implementation and 50 leaders from collaborating institutions across 25 institutions. The research outcomes include: 1) research-based variations on an intervention model for rising underrepresented doctoral students in engineering, 2) data on the impact of such early interventions in the transition of underrepresented doctoral students into the doctorate, and 3) a research-based model to assist institutional leaders with developing sustainable support structures and systems for incoming PhDs at their institutions.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.