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To examine perceptions of faculty mentors of undergraduate research and their supervisors, this work discusses the results of surveys administered after 3 years of a summer CS-focused REU Site program. One survey was completed by administrators of faculty research mentors–deans and chairs–and the other was completed by faculty mentors. The surveys indicated a disconnect between how the groups assessed undergraduate research mentoring as an indicator of faculty productivity, and overt vs. covert recognition of undergraduate mentoring. Additional topics explored the effectiveness of internal communication of program outcomes and ways to improve it, as well as post-program continued mentoring engagement linking to perceptions of long-term student benefits.
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This content will become publicly available on June 1, 2026
BOARD # 355: EAGER GERMINATION: TRANSPIRE – Mentoring Postdocs via a transdisciplinary dialogic pedagogy for conceptualizing research questions with transformative potential
Our project addresses a training gap in preparing emerging researchers for independent research career paths. We piloted and evaluated TRANSPIRE as a theory of change (TOC) model (De Silva et al., 2014). TRANSPIRE was motivated by a reality wherein the postdoc path tends to insufficiently prepare researchers in conceptual skills that ground impactful research careers, how to conceptualize transformative research questions that would frame or motivate their research, or to foreground the potential impacts (scientific &/or societal) of the research when devising a project. TRANSPIRE is based on ideas that a matrix of epistemologies, pragmatics, and values are needed to conceptualize and solve increasingly intractable problems Flyvbjerg (2001). We drew on an Aristotelian idea that places ¬practical wisdom on the same plane as epistemology and technical know-how. Specifically, three theories of learning frame our project: Scaffolding (Vygotsky, 1978), Reflective practice (Alvesson et al., 2017; Schön, 1991), and transdisciplinary learning (Mezirow, 1997). Scaffolding involves both peers and experts guiding learners to progress beyond their current zones of comfort or expertise. Reflective practice helps students focus on both processes/outcomes and the potential societal significance of their work. Transdisciplinary learning opens a space for “reflexive analysis and discussion of values and interests” (p.3), which grounds content in authentic problems–essential for adult learners. The program included short writing assignments, developing research statements for a job application, and writing white papers for a grant proposal. These were discussed in weekly dialogues with their postdoctoral peers, faculty mentors, and the PI/facilitator. Data gathered includes participant observations, recordings of weekly meetings, interviews and focus groups, pre/post surveys, and postdocs’ work products. Our cohorts over two years were small and thus, we employed a qualitative analysis, which integrates inductive category development and directed content analysis. Our poster will describe program specifics and findings about the postdocs’ engagement and learning, perspectives from faculty mentors, and data that supports our proposed Theory of Change. Briefly, most postdocs found the program beneficial and a first experience in reflecting deeply on the transformative potential of research questions. Most gained new understandings of transformative research and felt that the program would help them be more successful as they pursued independent research careers. Some significant challenges identified include a reality wherein postdocs tend to be used more as employees rather than trainees and participating in the program was an add-on to already burdened schedules. Similarly, many postdocs’ supervisors either misunderstood the program’s purpose or felt it would interfere with their postdoc’s responsibilities. The faculty fellows/mentors reported that they gained a great deal from participating in the weekly meetings, noting they now have a far better understanding of what is meant by transformative research and that they learned new mentoring approaches that they intend to bring to mentoring their own students or postdocs. A critical challenge identified is the need for substantive support for such a program by both postdocs’ supervisors and by the institution. Based on our data, we also propose ideas for incorporating aspects of our program in NSF’s mentoring plans.
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- Award ID(s):
- 2203605
- PAR ID:
- 10648811
- Publisher / Repository:
- ASEE Conferences
- Date Published:
- Subject(s) / Keyword(s):
- Postdoctoral training research question germination
- Format(s):
- Medium: X
- Location:
- https://peer.asee.org/55725
- Sponsoring Org:
- National Science Foundation
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