PhD Progression: Creating Workforce-driven Flexible Credentials for Doctoral Students

博士升读：为博士生创建劳动力驱动的灵活证书

• 批准号: 2224988
• 负责人: Sarah Hokanson
• 金额: $ 46.22万
• 依托单位: Trustees of Boston University
• 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: 2022-10-01 至 2025-09-30
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2224988&HistoricalAwards=false
• 关键词: PhD; Progression; Creating; Workforce; driven

The role of doctoral education in the United States workforce has been shifting for several decades. The number of PhDs awarded steadily increased while the percentage of tenured faculty shrunk dramatically. Consequently, the vast majority of Ph.D. degree recipients will not go on to a tenured position but instead will pursue a variety of career paths outside of academia and in a wide range of sectors, including industry, non-profits, and governmental agencies. To supplement existing Ph.D. programs by equipping graduate students with the complex knowledge, skills, and attitudes necessary to be successful professionals in various careers, the project team has created and piloted a micro-credentialing training program: Ph.D. Progression. By completing Ph.D. Progression badges, Ph.D. students can gain skills in key areas such as communication, management, self-awareness, research, and teaching towards serving effectively in a diverse, inclusive, and global professional landscape. The digital badging system included in Ph.D. Progression also allows students to monitor their progress and demonstrate directly to employers the outcomes from the time they invested in their professional development. This NSF Innovations in Graduate Education (IGE) award will support the expansion of the Ph.D. Progression content to be widely accessible with newly integrated perspectives from the workforce through the creation of a consortium of academic and non-academic institutions.The project aims to increase the number of Ph.D. Progression badges and integrate workforce perspective and assessments directly into badge content. The project team will also create mentoring circles and sponsored internship opportunities for students. Students will work on short projects with industry professionals to apply their learning and gain hands-on professional mentorship. These activities will allow students to interact with employers during their academic training and learn to communicate effectively with them. In addition, students will get a sense of the diverse identities, backgrounds, experiences, and expertise within the STEM Ph.D. workforce. These interactions will also increase the value of the credentials to both the workforce and students. Reaching these goals will involve establishing partnerships with industry, universities, and other Boston University offices. Therefore, the project team intends to use and evaluate a consortium operating within an Equitable Collaboration Framework to involve all these partners equitably in the implementation and management of the project. Through analysis of data collected from students, industry partners, and trainers, the project will generate and disseminate knowledge about: a) how academic institutions can enhance Ph.D. student preparation for a broad range of careers through self-paced badges, and b) how professional development and doctoral program improvements are informed by emerging workforce needs and shifting job markets. Data sources include: enrollment (pre-) and post-completion surveys, badge activities and assessments, Ph.D. student annual exit survey data, post-graduation job market outcomes, participant interviews, and employer interviews and surveys. Project findings will help answer questions about student motivation, industry engagement, learning outcomes in the proposed training model, employment outcomes, and participant and employer perceptions of career preparation. The Innovations in Graduate Education (IGE) program is focused on research in graduate education. The goals of IGE are to pilot, test and validate innovative approaches to graduate education and to generate the knowledge required to move these approaches into the broader community.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.

博士教育在美国劳动力中的作用已经发生了数十年的变化。授予的博士学位稳步增加，而终身教师的百分比却大大缩小。因此，绝大多数博士学位学位获得者将不会继续担任终身职位，而是会在学术界和各个部门（包括行业，非营利组织和政府机构）中采取各种职业道路。补充现有博士学位通过为研究生提供复杂的知识，技能和态度，为成为各个职业的专业人士所必需的复杂知识，技能和态度，项目团队创建并驾驶了微观的培训计划：Ph.D.。进展。通过完成博士学位进步徽章，博士学生可以在沟通，管理，自我意识，研究和教学等关键领域中获得技能，以在多样化，包容和全球专业的景观中有效地服务。博士学位中包含的数字徽章系统进步还使学生可以监视自己的进步，并直接向雇主展示他们投资于专业发展的结果。这项NSF研究生教育奖（IGE）奖将支持博士学位的扩展。通过创建学术和非学术机构的财团，从劳动力中获得新综合的观点，可以广泛访问的进步内容，该项目旨在增加博士学位的数量。进步徽章并将劳动力的观点和评估直接整合到徽章内容中。项目团队还将为学生创造指导圈和赞助实习机会。学生将与行业专业人员一起进行简短的项目，以应用学习并获得动手专业指导。这些活动将使学生在学术培训期间与雇主互动，并学会与他们进行有效沟通。此外，学生将了解STEM博士学位的各种身份，背景，经验和专业知识。劳动力。这些互动还将增加凭证对劳动力和学生的价值。实现这些目标将涉及与行业，大学和其他波士顿大学办公室建立伙伴关系。因此，项目团队打算在公平的协作框架内使用和评估一个财团，以公平地参与项目的实施和管理。通过分析从学生，行业合作伙伴和培训师那里收集的数据，该项目将产生和传播有关：a）学术机构如何增强博士学位的知识。学生通过自定进度的徽章为广泛的职业做准备，b）新兴的劳动力需求和改变就业市场的专业发展和博士课程改进如何为您提供帮助。数据来源包括：注册（前）和完成后调查，徽章活动和评估，博士学位。学生年度退出调查数据，毕业后就业市场成果，参与者访谈以及雇主访谈和调查。项目发现将有助于回答有关学生动机，行业参与，在拟议的培训模型中的学习成果的问题，就业成果以及参与者和雇主对职业准备的看法。研究生教育（IGE）计划的创新侧重于研究生教育研究。 IGE的目标是试点，测试和验证创新方法来研究生教育，并产生将这些方法转移到更广泛社区所需的知识。该奖项反映了NSF的法定任务，并被认为是值得通过基金会的知识分子优点和更广泛的影响审查标准通过评估来进行评估的。