| NSF Org: |
OIA OIA-Office of Integrative Activities |
| Recipient: |
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| Initial Amendment Date: | August 21, 2018 |
| Latest Amendment Date: | December 21, 2018 |
| Award Number: | 1849102 |
| Award Instrument: | Standard Grant |
| Program Manager: |
Bernice Anderson
banderso@nsf.gov (703)292-5151 OIA OIA-Office of Integrative Activities O/D Office Of The Director |
| Start Date: | September 1, 2018 |
| End Date: | August 31, 2021 (Estimated) |
| Total Intended Award Amount: | $299,997.00 |
| Total Awarded Amount to Date: | $299,997.00 |
| Funds Obligated to Date: |
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| History of Investigator: |
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| Recipient Sponsored Research Office: |
506 S WRIGHT ST URBANA IL US 61801-3620 (217)333-2187 |
| Sponsor Congressional District: |
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| Primary Place of Performance: |
506 S. Wright St. Urbana IL US 61801-3620 |
| Primary Place of
Performance Congressional District: |
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| Unique Entity Identifier (UEI): |
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| Parent UEI: |
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| NSF Program(s): |
Eval & Assessment Capabilites, Alliances-Minority Participat. |
| Primary Program Source: |
04001819DB NSF Education & Human Resource |
| Program Reference Code(s): |
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| Program Element Code(s): |
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| Award Agency Code: | 4900 |
| Fund Agency Code: | 4900 |
| Assistance Listing Number(s): | 47.083 |
ABSTRACT
Purpose. The purpose of this project is to conduct exploratory research to gauge the interdisciplinary and transformative potential of using culturally responsive evaluation (CRE) methods to inform the general development of shared accountability mechanisms for broadening participation in the STEM workforce. In addition, the research will add to the evaluation knowledge/practice base, specifically on the efficacy of internship experiences in the creation of more effective recruitment strategies, education/training, and career pathways for evaluation professionals of color. This project builds on a need expressed by the American Evaluation Association?s national competitive pre-doctoral Graduate Education Diversity Internship (GEDI) program to introduce and advance the utilization of CRE in Federal STEM evaluation.
Community of Practice. This project will create a community of practice that places two GEDI interns annually at the National Science Foundation to engage in both the application of CRE to ongoing contracted Federal STEM education and research evaluation projects, but also to contribute to research conducted by the Center for Culturally Responsive Evaluation and Assessment (CREA) at the University of Illinois- Champaign-Urbana on the use of CRE in STEM education and research evaluation based on their experience.
Research Activities. The research will discover the factors that drive the successful development of sustainable, intergenerational evaluation pathways to promote broadening participation in STEM evaluation. Data collection methods include literature review, participant observation, secondary analysis of administrative records and other data, surveys, and interviews. These data will be used to strengthen the existing GEDI theory of change framework and curricula by infusing findings and lessons learned from the internship experience about the use of CRE and broadening participation in STEM evaluation.
Dissemination. A symposium held during the second year of the project will convene experts in CRE, STEM BP, and evaluation to review the research findings and derive implications for to advancing the science and practice of evaluating investments in broadening participation across the STEM research workforce. Dissemination activities and products such as journal articles, conference presentations, and professional development workshops are planned for both years.
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.
PROJECT OUTCOMES REPORT
Disclaimer
This Project Outcomes Report for the General Public is displayed verbatim as submitted by the Principal Investigator (PI) for this award. Any opinions, findings, and conclusions or recommendations expressed in this Report are those of the PI and do not necessarily reflect the views of the National Science Foundation; NSF has not approved or endorsed its content.
This exploratory community of evaluation practice concept was entitled, Creating a STEM Evaluation Community of Practice to use Culturally Responsive Evaluation (CRE) in Broadening participation (BP) Programs and Projects. It builds on the recent NSF workshops and efforts toward recognizing effective broadening participation through cultural and institutional change (Chubin, et.al, 2017; Harkavy, et.al, 2017) most recently promoted through a series of recommendations from the Committee on Equal Opportunities in Science and Engineering (CEOSE) and the institutional and systemic change underway in the evaluation community around building diversity and inclusion efforts through the American Evaluation Association (AEA) Graduate Diversity Internship (GEDI) Program.
The purpose of this award wss to explore the concept of creating a STEM evaluation community of practice grounded to address the interdisciplinary and transdisciplinary potential to use culturally responsive and other relevant evaluation and research methods to inform efforts to develop shared accountability mechanisms for BP in the STEM workforce. By building off of the existing efforts of the AEA GEDI Program and NSF, this shared accountability approach proposes brings together the evaluation community and the STEM community partnered on the intergenerational and transformative pathway making in developing STEM evaluators for the future.
The core concept research question driving this project was:
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What factors drive the successful development of sustainable intergenerational evaluation pipeline and pathways mechanisms to promote broadening participation(BP) in STEM? |
Our significant activities and results are listed as follows:
i) Developed and executed a team of study researchers. Study researchers continued to work in order to accomplish the research activities of the project and developing deliverables pertaining to the project study question and study; namely and included a revised literature review paper being prepared for the Journal of Science, Technology, and Engineering, and Math or a similar peer-reviewed journal in the fall, 2021 semester.
ii) Recruited, retained, and graduated 5 GEDI scholars for NSF OIA, EAC, HER, and AGEP units. 5 AEA GEDI scholars were placed in four NSF units during the three years of funding among the total of 30 GEDI scholars participating.
iii) Developed and executed GEDI professional development (PD) activities. Professional development activities took place virtually during Y1-Y3 of the award, which the NSF GEDI scholars attended: fall and winter seminars, fall conferences of the American Evaluation Association, monthly webinars and updates, and commencement.
iv) Disseminated the NSF EAGER work through conferences. In addition to presentation at the annual conference by the Canadian Evaluation Society (CES) took place virtually May 9?14, 2021, we will be using a similar opportunity to also discuss our work in the annual conference on the Culturally Responsive Evaluation and Assessment (CREA) from September 28 ? October 1, 2021 in Chicago, Illinois, now being held virtually.
iv) Planned and convened the GEDI TIG and STEM Alumni. From the results of the GEDI engagement survey and the GEDI STEM Summit (December 18-20, 2019) in Chicago, IL we continued to bring together GEDI alumni who have STEM interests, aspirations, and experiences in order to leverage the next generation of STEM GEDI scholars and networks. We also assisted with the GEDI TIG to recruit and plan for a communications consultant to amplify broadening participation efforts in this regard.
In summary, the development of this project has led to increasing discussions and potential collaborations with other colleagues in the evaluation field, GEDI alumni in STEM, and other university colleagues both within the University of Illinois and beyond. The presentations at professional associations during Y1-Y2 brought interdisciplinary colleagues in these settings who have unique content knowledge and expertise related to the project. During the NCE Y3, we leveraged future project developments, discussions, and future results to integrate into our program in the department for future teaching and scholarly activities that contribute to the building of the program for current and future students.
Last Modified: 09/26/2021
Modified by: Rodney Hopson
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