论文标题
授权一年级计算机科学博士学生创造一种重视社区和心理健康的文化
Empowering First-Year Computer Science Ph.D. Students to Create a Culture that Values Community and Mental Health
论文作者
论文摘要
博士课程通常具有较高的抑郁症，焦虑，隔离和冒险现象。因此，即将毕业的学生可能会为以研究为重点的职业做好充分的准备，这导致了人才的消耗。先前的工作确定了导致病情不良的重要因素：即使先前接触研究，也进入博士学位。学生通常对科学有问题理想化的观点。这些预选可能会成为学生在自己的职业成长中的障碍。不幸的是，许多博士课程中的现有课程和课外编程未能包括系统地解决学生对职业的误解的机制。在这项工作中，我们描述了我们机构的一项新倡议，旨在介绍博士学位。通过强制性研讨会的心理健康，用于进入博士生。该研讨会旨在通过（1）提高自我调节能力来建立学生的专业韧性，以及（2）教学学生主动研究学术文化价值观并参与塑造他们。我们的评估表明，完成研讨会后的两个领域的学生都有所改善。
Doctoral programs often have high rates of depression, anxiety, isolation, and imposter phenomenon. Consequently, graduating students may feel inadequately prepared for research-focused careers, contributing to an attrition of talent. Prior work identifies an important contributing factor to maladjustment: even with prior exposure to research, entering Ph.D. students often have problematically idealized views of science. These preconceptions can become obstacles for students in their own professional growth. Unfortunately, existing curricular and extracurricular programming in many doctoral programs fail to include mechanisms to systematically address students' misconceptions of their profession. In this work, we describe a new initiative at our institution that aims to address Ph.D. mental health via a mandatory seminar for entering doctoral students. The seminar is designed to build professional resilience in students by (1) increasing self-regulatory competence, and (2) teaching students to proactively examine academic cultural values and to participate in shaping them. Our evaluation indicates that students improved in both areas after completing the seminar.
