Collaborative Research: Engaging Engineering Graduate Program Directors in Shifting the Default to Trauma-Informed Frameworks of Care

合作研究：让工程研究生项目主任将默认的护理框架转变为创伤知情的护理框架

基本信息

批准号：
2147744
负责人：
Adam Kirn
金额：
$ 18.72万
依托单位：
Board of Regents, NSHE, obo University of Nevada, Reno
依托单位国家：
美国
项目类别：
Standard Grant
财政年份：
2022
资助国家：
美国
起止时间：
2022-05-01 至 2025-04-30
项目状态：
未结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=2147744&HistoricalAwards=false
关键词：
Collaborative Research Engaging Engineering Graduate

项目摘要

This collaborative research project will address the growing mental health crisis that affects over 40% of graduate students by exploring how graduate program directors (GPDs) can make trauma-informed care a programmatic default. GPDs can shape departmental procedures, enact institutional policies, and disrupt power dynamics between faculty and students. In other words, GPDs are central to improving and sustaining graduate students’ mental health and wellbeing. As such, this project will construct a curriculum with GPDs to aid in implementing trauma-informed practices to a large audience of GPDs. The project outcomes will support the improvement and development of proactive interventions to support positive mental health and wellbeing in graduate engineering programs. Improving the systems that support graduate student mental health in engineering programs will enhance recruitment and retention at all levels of engineering education, which in turn addresses the national need of training engineers to address grand challenges. The project results will also raise awareness of graduate mental health in engineering programs by preparing faculty in leadership positions to change the climate in graduate programs directly. These changes will serve as evidence-based models that increase the adoption of practices to support mental health and promote student wellbeing.This project will examine the mental health crisis by focusing on the role of GPDs in integrating frameworks of care that consider the full range of traumas graduate students have experienced or could experience. The results of this investigation will characterize the roles of engineering GPDs and inform the development of methods to train a community of GPDs to implement evidence-based practices that foster care. This project will use a two-phase research design to address three research questions (RQ): RQ1: What are the characteristic roles of engineering graduate program directors in fostering cultures of care in their programs? RQ2: How do the systemic structures within higher education impact engineering graduate program directors’ implementation of trauma-informed frameworks of care? RQ3: What professional development program features can support engineering graduate program directors’ perceived ability to integrate trauma-informed frameworks of care in their approach to supporting graduate students? Phase 1 will leverage sequential mixed methods through a national survey followed by semi-structured interviews to characterize the roles of engineering GPDs and how programs leverage care practices. Phase 2 will build on these characterizations to collaboratively develop an evidence-based professional development framework for creating trauma-informed systems of care within engineering graduate programs. We will integrate a group coaching professional development approach with collaborative inquiry to explore the lived experiences of the GPDs participating and enable their attempts to foster care in their programs. The research design will expand existing theories for implementing trauma-informed frameworks of care to promote positive mental health and wellbeing within engineering graduate education. The results will inform the practices that faculty and instructors can use to realize the broad impact of trauma and recognize students experiencing, coping, and reacting to trauma. Four broader impacts will emerge from this project: (1) A characterization of GPD roles in engineering that researchers can use to accelerate other educational innovations in graduate engineering education, (2) A prototype developed and disseminated in collaboration with GPDs and an advisory board containing licensed professional counselors that can empower and enable GPDs to respond to students experiencing trauma and to minimize the occurrence of new trauma, (3) Structural changes to support students that have or will experience trauma, so they can return to deep learning and increase their likelihood to persist, and (4) Faculty who can better support systemically minoritized students through the implementation of care practices that respond to students’ identity-driven experiences.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.

这种协作将解决日益增长的健康危机，该危机影响了40％的毕业生董事（GPD），可以使创伤性的护理成为程序默认，而ersects则是教师和学生之间的动力。，精神健康。该项目用GPD构建了一项带有Imagauma的实践，以支持大量的GPD工程专业的研究生心理健康招聘教育的招聘保留，这反过来介绍了国家培训工程师的需求，以应对工程的挑战基于证据的模型采用了实践心理健康和促进学生。该项目将通过关注GPD在整合护理框架中的作用来研究Toea lth危机，这些危机考虑了全部创伤研究生所经历或可能经历的成果工程GPD的作用，并为培训GPD的方法开发以实施基于证据的实践，该项目将使用研究问题（RQ）：RQ1：他们的MS。在支持学生的方法中，他们的态度是对GPD的角色以及计划如何利用基于开发的专业发展框架来创建Ering研究生Gramms的创伤系统。我们将将团体教练的专业发展方法与协作式融合，以探索GPD的生活经验，并使AAR TTEMPT能够在工程学和教育研究生教育中培养Mote积极的心理健康和福祉的理论创伤框架。讲师可以用来实现Treuma的广泛影响，并认识学生的经验，并对创伤做出反应。通过与GPD和咨询委员会的合作，可以结束的辅导员辅导员，使GPD能够回应经历创伤的Udent，并最大程度地减少新创伤的发生，（3）对拥有或将经历创伤的学生的结构性变化，以及（4）可以通过响应学生身份驱动的经验的实施护理来更好地支持有系统地支持学生的教职Toundation的智力优点和更广泛的影响评论标准。