Collaborative Research: Rising Doctoral Institute

合作研究：瑞星博士研究所

• 批准号: 2029782
• 负责人: Stephanie Adams
• 金额: $ 47.39万
• 依托单位: University of Texas at Dallas
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2021
• 资助国家: 美国
• 起止时间: 2021-01-01 至 2025-12-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2029782&HistoricalAwards=false
• 关键词: Collaborative; Research; Rising; Doctoral; Institute

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.

研究表明，历史上代表性不足的种族和族裔群体（非裔美国人、西班牙裔美国人、美洲原住民和太平洋岛民）完成工程学博士学位的比例低于大多数同龄人，每获得七个工程学博士学位，只有少数人获得工程学博士学位。为了解决这个问题，我们建立了上升博士学院（RDI），旨在为工程博士生提供及时和准备的经验，以解决与过渡到博士学位相关的问题。然而，我们知道，单一干预不会改变代表性不足的博士生的状况，因此，我们提出的项目旨在开发一种基于研究的干预模式，并在机构合作伙伴之间建立一个实践社区。针对当地情况开发和调整该模型是对学术系统动态以及实施 RDI 等项目如何影响机构内部系统变化的调查。因此，拟议项目的目标是（1）。 ）研究早期干预的效果为向工程博士学位过渡的博士生提供帮助，(2) 为机构制定可持续的模式，在其校园内实施，以帮助代表性不足的学生过渡到博士学位。该项目的智力优势在于将研究与实践相结合使用定量和定性研究方法，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当地情况的 RDI 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。 .年中1，我们将举办一个以 2019 年试点项目为蓝本的 RDI，并邀请五个合作机构的代表在他们为其机构制定 RDI 型干预措施时进行观察和指导。第二年，合作机构将各自举办一次 RDI 活动。在他们的机构进行 RDI 类型的干预，RDI PI 将作为现场顾问帮助合作机构满足代表性不足的研究生的需求。在第三年，我们将举办一个展示会，展示最初的学生。合作机构概述 RDI 的不同模型，并将该项目扩展到最多 20 个新机构，以开发他们的 RDI 版本。在第 4 年和第 5 年，我们还将通过导师小组会议开发主持 RDI 干预的机构网络。将培育这个由五位最初合作机构领导者领导的实践社区，并根据研究结果开发产品，例如衡量 RDI 影响的评估工具、举办 RDI 等支持项目的指南以及指导博士生进入的指南这在五年内，该项目有可能对参与 RDI 实施的约 1,500 名代表性不足的博士生以及来自 25 个机构的 50 名合作机构领导者的博士学位完成率产生积极影响。研究成果包括：1) 研究。 -针对不断增长的代表性不足的工程博士生的干预模型的变化，2）有关此类早期干预对代表性不足的博士生向博士学位过渡的影响的数据，以及3）一个基于研究的模型，旨在帮助机构领导者为其机构中的博士生制定可持续的支持结构和系统。该奖项反映了 NSF 的法定使命，并通过使用基金会的智力优点和更广泛的影响审查标准进行评估，被认为值得支持。

项目成果

The Rising Doctoral Institute: Preparing Minority Students for the Transitioninto the Engineering Ph.D. Proceedings

崛起的博士学院：为少数民族学生过渡到工程博士学位做好准备

• 发表时间: 2021
• 期刊: ASEE Annual Conferences and Exposition
• 作者: Artiles, M.S.;Cruz-Bohorquez, J.;Matusovich, H.M.;Adams, S.G.;& Lee-Thomas, G.
• 通讯作者: & Lee-Thomas, G.