Preparing the Next Generation of Biology Education Researchers through Interdisciplinary Co-mentorship and Evidence-based Professional Development

通过跨学科共同指导和循证专业发展培养下一代生物教育研究人员

• 批准号: 2328692
• 负责人: Erin Dolan
• 金额: $ 125万
• 依托单位: University of Georgia Research Foundation Inc
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2023
• 资助国家: 美国
• 起止时间: 2023-09-15 至 2026-08-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2328692&HistoricalAwards=false
• 关键词: Preparing; Next; Generation; Biology; Education

The life sciences comprise the largest and most diverse field within STEM higher education. Biology education programs in colleges and universities across the country are tasked with preparing a diverse workforce equipped to understand life on our planet and apply lessons learned to produce societal benefits and tackle societal challenges. Yet, biology education research, which can be used to inform and improve biology teaching and learning, is still developing as a field. Furthermore, biology education research has been critiqued for its insular approach, limited study designs, and insufficient attention to principles of measurement. All of these issues compromise the utility of biology education research findings. This project is designed to address this concern and build capacity for robust and theory-informed research by developing, implementing, and evaluating a novel model for postdoctoral training in biology education research. The project uses a co-mentorship approach that leverages expertise and ongoing cross-disciplinary research collaborations among life science and social science faculty members at the University of Georgia. Participating Postdoctoral Fellows select and carry out a defined research project to advance their research expertise. In addition, fellows formulate an independent research project they will take with them into their next position. Fellows also engage in a tailored suite of professional development activities that prepare them for a diversity of positions related to higher education. All aspects of the project are grounded in research on effective ways to recruit, select, and mentor early career researchers in order to maximize the project’s success and impact.This project is designed to prepare a diverse cohort of Postdoctoral Fellows to carry out biology education research that generates robust empirical findings, catalyzes theory development, and broadens participation in biology education. The project is designed to recruit and identify the cohort using a series evidence-based approaches, including situational interviews and selection rubrics, to broaden participation and limit potential influences of implicit biases. Fellows select and carry out a defined research project to advance their research expertise and formulate an independent research project they will take with them into their next position. A pair of faculty co-mentors—one in the life sciences and one in the social sciences support fellows in their research. Fellows further their professional development through a suite of individual and cohort-based activities, including literature reading and analysis, seminars and networking with leading scholars, presenting at national conferences, writing and submitting manuscripts and grant proposals, and applying for jobs that align with their career goals. PIs and research mentors work are grounded in principles of job crafting and effective, culturally aware mentorship such that each Fellow formulates and enacts an individual development plan tailored to their needs, interests, and aspirations. Fellows also have a “menu” of other options from which they can craft their plans, including research-related courses and workshops, professional certifications, and teaching and mentoring opportunities. The project goals include increasing diversity of the biology education research community, building capacity to carry out robust, theoretically informed, and completing impactful research that leads to mechanistic understanding of biology education and theory building related to all levels of the biology education ecosystem (e.g., learning, teaching, policy, etc.).This project is supported by NSF’s STEM Education Postdoctoral Research Fellowship (STEM Ed PRF) Program with co-funding from the Improving Undergraduate STEM Education (IUSE) and the EDU Core Research (EDU ECR) Programs. The STEM Ed PRF Program 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 IUSE Program supports projects to improve STEM teaching and learning for undergraduate students, including studying what works and for whom and how to transform institutions to adopt successful practices in STEM education. The EDU ECR Program supports research on STEM education in one or more of three research areas: STEM learning and learning environments, broadening participation in STEM, and STEM workforce development.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.

生命科学是STEM中最大，最多样化的领域。并改善了生物学的教学，生物学教育研究是其孤立的方法，有限的研究以及对测量原理的关注。理论是通过开发的研究，并评估乔治大学的Y型教育和社会科学成员。将他们带入下一个职位。职业生涯为了最大程度地发挥项目的影响。该项目旨在准备多样化的博士后研究员，以进行生物学教育研究，以强大的研究结果，催化理论发展和布罗德斯参与生物学教育。使用IES基于证据的方法，包括情境IND选择Rubrics MPLICED偏见在Teiir Research的Telows中，教师的生活科学和社会科学中的研究员都支持他们的职业。会议，撰写和提交手稿和授予建议。研究员也有“可以制定计划的其他选择，包括研究相关的课程和讲习班，专业认证和教学指导机会。和紧凑的研究，使生物学教育和理论建设的机械理解为HE生物学教育生态系统的各个层面（例如，学习，教学，政策等）。与改进的本科生STEM教育有关的计划和EDU核心研究（EDU ECR）计划旨在研究研究知识，技能和实践，在STEM Edge中的最新博士学位。谁以及如何转变研究所接受Preme Preme教育。使用Toundation的Revader的Suthy评估的Sf'Stututory会影响W标准。