Collaborative Research: Rising Doctoral Institute

合作研究：瑞星博士研究所

• 批准号: 2029796
• 负责人: Mayra Artiles Fonseca
• 金额: $ 52.44万
• 依托单位: Arizona State University
• 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=2029796&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，人类代表性不足的种族和族裔（非裔美国人，西班牙裔美国人，美国原住民和太平洋岛）的工程学博士学位比其多数同行较低。对于授予多数学生的工程学博士学位的每七个博士学位，只有一个少数人将获得一个。为了解决这个问题，我们开发了上升的博士研究所（RDI），该研究所旨在为上升的工程学专业学生提供及时和准备经验，以解决与代表性不足的学生过渡到过渡到博士学位有关的问题。但是，我们了解到，单一干预不会改变代表性不足的博士生的景观。因此，我们提出的项目旨在开发基于研究的干预模型，并在机构合作伙伴之间发展一个实践社区，以开发和适应该模型，以适应当地环境。该项目不可或缺的是对学术系统动力学的投资，以及像RDI这样的实施计划如何影响机构内的系统变化。这是拟议项目的目标是（1）研究早期干预措施对博士过渡到工程博士学位的影响，并且（2）为机构在其校园内实施的可持续模型开发可持续的模型，以帮助代表不足的学生过渡到博士学位。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中成功过渡到博士学位的因素，以及设计适合上下文的本地RDI的策略。为了实现这些目标，我们设计了一个五年的项目。在第一年，我们将举办一项RDI，以2019年举办的试点计划进行建模，并邀请五个合作机构代表他们在为机构开发RDI-Type干预时观察和指导他们。在第二年，合作机构将在其机构中各自举办RDI-Type干预，RDI PI将作为现场顾问，帮助协作机构满足代表性不足的研究生的需求。在第3年，我们将举办一个展示柜，其中包括最初的合作机构，以概述RDI的不同模型，并将项目扩展到多达20个新机构，以开发其RDI版本。我们还将通过心理小组会议开发托管RDI干预措施的机构网络。在4年级和5年级，我们将根据五个最初的合作机构领导者和基于研究结果开发产品的领导，例如衡量RDI的影响，指导RDI等支持计划的指导以及用于进入博士学位的心理博士学位的指南。在五年的时间里，该项目有可能积极影响大约1,500名代表性不足的博士生学生的博士学位完成率，这些学生将参加RDI实施，并从25个机构进行合作机构的50名领导人。 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使用基金会的智力优点和更广泛的影响标准，认为通过评估被认为是宝贵的支持。

项目成果

Choosing Where to Pursue a PhD: Ideals Sought and Compromises Made by Traditionally Minoritized Students

选择在哪里攻读博士学位：传统少数群体学生的理想追求和妥协

• DOI: 10.1109/fie56618.2022.9962571
• 发表时间: 2022
• 期刊: 2022 IEEE FIE
• 作者: Mercado Rivera, Abimelec;Artiles, Mayra S.;Cruz, Juan;Matusovich, Holly M.;Adams, Stephanie G.
• 通讯作者: Adams, Stephanie G.