2025 ASEE Annual Conference & Exposition

BOARD # 355: EAGER GERMINATION: TRANSPIRE – Mentoring Postdocs via a transdisciplinary dialogic pedagogy for conceptualizing research questions with transformative potential

Presented at NSF Grantees Poster Session II

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.

Authors

Dr. Linda Vigdor Advanced Science Research Center, City University of NY [biography]

Dr. Linda Vigdor is the Associate Director of Proposal Development at the Advanced Science Research Center of the Graduate Center, City University of New York. She is the PI on the NSF grant: EAGER GERMINATION: TRANSPIRE – A transdisciplinary dialogic pedagogy for conceptualizing research questions with transformative potential. Since 2015, Linda has created workshops and programs to help CUNY faculty better understand the expectations of funding agencies and write more competitive proposals. Her intensive NSF CAREER and Grants 101 bootcamps, which are open to CUNY faculty across all its colleges, have supported 21 NSF CAREER awards, and prepared over 150 faculty to submit and win awards. Linda was part of the planning committee and a presenter for NSF’s Engineering CAREER workshops for 3 years and organized a CUNY-wide Convergence Workshop in 2018 as well as Broader Impacts presentations. Linda has a PhD in Educational Psychology from the University of Illinois at Urbana-Champaign; her postdoc, through the University of Arizona, focused on art and technoscience collaborations. She also earned two MFAs (fine art, School of Visual Arts, NYC) and theatrical design (Boston University).
Dr. Rosemarie Wesson http://orcid.org/0009-0002-5630-6175 City University of New York, City College [biography]

Rosemarie D. Wesson
Associate Vice Chancellor and University Vice Provost for Research

Rosemarie (Rose) Wesson serves as the Associate Vice Chancellor and University Vice Provost for Research at The City University of New York (CUNY), where her primary focus is advancing the University’s research mission. Collaborating closely with the executive vice chancellor and university provost and the Chancellor, she leads strategic initiatives to foster and support research activities throughout CUNY.

Dr. Wesson’s CUNY journey began as the associate dean for research at the Grove School of Engineering at the City College of New York (CCNY), where she achieved a remarkable 30% increase in research expenditures in less than five years. In 2020, she assumed the role of associate provost for research at CCNY, becoming the chief research officer and advocate for all research, scholarly, and creative endeavors. Her efforts centered on enhancing scholarly research across academic disciplines and establishing new institutional research programs through strategic partnerships within CCNY and CUNY’s 24 other colleges and institutions.

With over 13 years of experience at the National Science Foundation (NSF), Dr. Wesson excelled as both a director and program director, securing over $100 million in funding. Her adept management of complex program demands earned her prestigious accolades, including the NSF Director’s Award for Collaborative Integration and the NSF Director’s Award for Superior Accomplishment.

Prior to her tenure at NSF, Dr. Wesson held influential leadership positions at Louisiana State University (LSU), Dow Chemical Company, and Battelle Memorial Institute. She has been elected as a fellow of the American Association for the Advancement of Science (AAAS) and the American Institute of Chemical Engineering (AIChE), recognizing her outstanding contributions to advancing science and its applications in the field of chemical engineering. Dr. Wesson served a three-year term on the board of directors for AIChE and recently held the position of AIChE treasurer.

With a solid technical foundation, Dr. Wesson holds an S.B. in chemical engineering from MIT and both an M.S. and Ph.D. in chemical engineering from the University of Michigan. She is also a licensed professional engineer.
JOSHUA Craig BRUMBERG http://orcid.org/0000-0002-9480-7547 [biography]

Joshua Brumberg became president of the CUNY Graduate Center in June 2024. An active neurobiology researcher, he has been a CUNY faculty member for more than two decades since his initial appointment as assistant professor of psychology, in 2002. As dean of sciences at the Graduate Center from 2016 to 2023, he oversaw 11 STEM doctoral programs and five master of science programs, the latter created during his tenure. He also managed research operations, including the Office of Research and Sponsored Programs, at the Graduate Center and at CUNY ASRC. During his tenure as dean, he secured essential external funding for diversity programs in the laboratory sciences and gender equity in mathematics, and he co-chaired subcommittees for strategic plan development and Middle States accreditation. He also served twice as the acting executive director of the Advanced Science Research Center at the Graduate Center (CUNY ASRC).

Note

The full paper will be available to logged in and registered conference attendees once the conference starts on June 22, 2025, and to all visitors after the conference ends on June 25, 2025

« View session

For those interested in:

Academia-Industry Connections
Broadening Participation in Engineering and Engineering Technology