Collaborations in Discipline-Based Education Research to Train Postdoctoral Scholars

该项目将通过在北达科他州立大学跨学科学科教育研究合作项目（CiDER）中为博士后学者创建一个结构化和脚手架式的培训计划，为国家利益服务。CiDER项目将促进跨学科的合作、整合和综合，同时也促进我们对如何最好地支持博士后经历和为博士后未来的职业生涯做好准备的理解。它可以作为其他培训项目的典范。博士后学员将与CiDER社区成员合作，开展STEM教育方面的独立研究项目，特别侧重于探索农村社区的STEM教学和学习。受训人员将从事专业发展，以发展他们在DBER中的研究技能，并适应大学和院系的文化。CiDER博士后培训计划将以实践社区模式为基础，并以团队为基础的指导和旨在促进技能发展的活动为支持。(1)学科内容的教学和学习，以及跨背景和学科的知识、技能和问题解决策略的转移；(2)一般认知和学习，包括对超越学科理解影响学习的教学实践的考察，重点是提高多样性、公平性和包容性，促进制度转型，提高科学素养。该培训计划将解决有充分记录的博士后孤立经历，特别是女性和历史上被排除在STEM之外的人，并将专门培养学员的认知和情感技能，并建立自我效能感和归属感。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。该项目还得到了“STEM教育研究能力建设”（BCSER）项目和“改善本科STEM教育”（IUSE）项目的支持。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。

This project will serve the national interest by creating a structured and scaffolded training program for postdoctoral scholars within the Collaborations in Interdisciplinary Discipline-Based Education Research (CiDER) program at North Dakota State University. The CiDER program will facilitate collaboration, integration, and synthesis across disciplines, while also advancing our understanding of how to best support the postdoctoral experience and prepare postdocs for future career endeavors. It may serve as a model for other training programs. Postdoctoral trainees will collaborate with members of the CiDER community to conduct independent research projects in STEM Education, with particular emphasis on exploring STEM teaching and learning in rural communities. Trainees will engage in professional development designed to develop both their research skills in DBER and to navigate university and department cultures.The CiDER postdoctoral training program will be grounded in a Community of Practice model and be supported by team-based mentoring and activities designed to facilitate skill development. The cohort of postdoctoral trainees will develop independent research projects in one of two threads: (1) teaching and learning of disciplinary content, and transferring knowledge, skills, and problem-solving strategies across contexts and disciplines; and (2) general cognition and learning including examination of pedagogical practices that impact learning beyond disciplinary understanding, with an emphasis on improving diversity, equity, and inclusion, promoting institutional transformations, and increasing scientific literacy. The training plan will address the well-documented isolating experiences of postdocs, particularly women and people historically excluded from STEM and will specifically develop trainees’ cognitive and affective skills and to build self-efficacy and sense of belonging. 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. The project is also supported by the Building Capacity in STEM Education Research (BCSER) program and the Improving Undergraduate STEM Education (IUSE) program.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.