The project proposes to create a vision for transforming graduate education and undergraduate research-based education at the University of Florida (UF) to develop an integrative and interdisciplinary program that links all NSF funded student-oriented programs to achieve synergies and avoid unnecessary duplication of activities. The goals of the project are: 1. To integrate best practices of training grants (NSF and other) at the UF to improve the professional preparation of graduate students in the STEM disciplines; 2. To develop integration and synergies where possible in research training and educational programs; 3. To include undergraduate students where possible in these activities and to enhance their preparation for graduate studies; 4. To ensure that students from underrepresented populations are fully involved in activities associated with the newly developed Program Integration Institute; and 5. To improve interactions among existing programs by establishing the Program Integration Institute.
The four NSF awards upon which the I3 project will build include: 1. IGERT Program in Adaptive Management: Wise Use of Water, Wetlands, and Watersheds (DGE-0504422); 2. Science Partners in Inquiry-based Collaborative Education II (SPICE II) (DGE-0538407); 3. The South East Alliance for Graduate Education and the Professoriate (HRD-0450279); and 4. Graduate Research Fellowship Program (DGE-0802270)
The project's objective is to launch a small suite of professional development, educational, and training activities with students in UF?s NSF-funded and other STEM training programs. Based on the success of the components of the Program Integration Institute, the project will expand offerings and also increase the base of students to whom services are offered. It is the intent of the proposal to permanently establish the Program Integration Institute at the UF and have the institute fully funded by the university.
The University of Florida has a number of NSF-funded projects that share the common goal of educating, training, and preparing graduate students for professional careers. In most instances, however, there is usually very little interaction among them to provide synergy and to integrate activities across projects to more fully benefit the participating students and the projects themselves. To address this gap, our I-Cubed (Innovation through Institutional Integration) program was designed to specifically build upon NSF’s integrative themes of broadening participation, the production of a globally engaged workforce, and the integration of research and education at the University of Florida. Over the last six years we created and strengthened synergies and collaborations across the participating NSF-funded projects and existing University of Florida units and programs (such as the career center, libraries, and graduate school). The synergies crossed boundaries and ensured that students’ experiences were more fully integrated with professional training activities across campus. Stated differently, we strived to push graduate students (and graduate faculty) outside of their comfort zones and take the leap to lead institutional change that nurtures inter-and cross-disciplinary collaboration at the University of Florida. Among these efforts was the formation and empowerment of the Graduate Student Advisory Council (GSAC). GSAC (formed in 2009) initially represented only NSF-funded students. Later, as the program grew and focused on cross-disciplinary collaboration, GSAC was encouraged to expand and involve graduate students from other than STEM (science, technology, engineering and mathematics) and SBE (social, behavioral, economic) disciplines. GSAC, the driving force of the project, grew quickly and became comprised of graduate students with diverse backgrounds, and experiences, representing various colleges, programs, and stages of graduate careers at the University of Florida. Currently, GSAC has members from the Colleges of Fine Arts, Medicine, Engineering, Education, Business, Agriculture, and Liberal Arts and Sciences. This diverse group, rich in students from interdisciplinary backgrounds, makes GSAC a unique student organization on campus. Now an authorized student organization, GSAC’s mission focuses on building and strengthening cross-disciplinary synergies and professional development of graduate students. GSAC is housed within the University of Florida Graduate School to work with faculty and administrators to identify missing elements of the graduate-level training, provide feedback and improve the existing professional development opportunities for graduate students. GSAC organizes public events that provide professional development experiences. As GSAC members like to say: "We are in the driver’s seat when it comes to raising awareness about and significance of graduate students’ professional development on campus." One of the featured events for which GSAC is well-known across campus is the annual graduate student research day. Every year, the research day attracts graduate, faculty, and post-docs from across campus to discuss and experience graduate students’ research projects. Along with graduate students, undergraduates participating in research at UF also present their research posters. The day is rich with poster session competition, panel discussions, and professional development workshops involving the entire UF community. Many students who participate in the research day state that this event helps build their confidence in presenting their research at professional society meetings, as well as discovering techniques of communicating their research to non-technical audiences which they have found to be challenging. Another event supported by GSAC is the Three-minute Thesis Presentation (3MT®), a research communication competition developed by the University of Queensland in Australia. Last year [2014] was the inaugural year for the event at UF and it challenged doctoral students to prepare a three-minute-long research presentation highlighting the broader impact of their research. The 3MT® now will be held annually, with more students expressing interest in road-testing their presentation skills. Overall, our I-Cubed project impacted more than 8,619 students, faculty, post-docs, and staff by facilitating various opportunities for collaborative research and teaching in their relevant fields. Through the various professional development opportunities we offered, participation from students, faculty, post-docs, and staff included: More than 6000 students partaking in various types of professional training (more than 100 workshops and events) over the life of the project. More than 75 students conducting interdisciplinary research projects funded by I-Cubed (22 projects). More than 100 students taking part in various international activities including research and presentations at international conferences. More than 6500 graduate students participating in I-Cubed training and outreach activities. More than 2000 underrepresented students taking part in I-Cubed professional training and outreach activities. More than 1000 undergraduate students directly or indirectly joining in I-Cubed co-sponsored training and outreach activities. More than 500 faculty, post-docs, and staff participating directly or indirectly in I-Cubed sponsored training and outreach activities on-campus.
