Crosswalk of Survey Items

Appendix C: Crosswalk of Survey/Interview Items to Study Outcomes

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Appendix C: Crosswalk of Survey/Interview Items to Research Questions
We specify our analytic approach in advance so that the study may follow an a priori planned analysis instead of a post-hoc exploration of the
data, thereby increasing the rigor of the study. Below we describe our approach to the analysis of the data collected using the sources described
above. The table below summarizes, for each research question, specific topics of investigation (i.e., major constructs), the survey items that
address each topic and the analysis that will be conducted.
Data sources: TS= Trainee survey (TS: #) ; PI= PI interview protocol (PI: #)

Research Question

Topic

Data Source

Analysis Variable

RQ1: Whether and in what ways do
IGERT participants (PIs and trainees)
perceive the knowledge, skills or
abilities drawn from the literature as
important to conducting
interdisciplinary research?

IGERT trainees’ perception of the
importance of the knowledge,
skills or abilities to conducting
interdisciplinary research

TS: B1, B2, B3, B4, B5, B6

Variables from this question would be coded as:
1=Not at all important
2=Somewhat important
3=Important
4=Very important

IGERT trainees’ perception of the
importance of the knowledge,
skills or abilities to conducting
research in one discipline or field
of study
IGERT trainees’ perception of
other areas that are important to
conducting interdisciplinary
research
IGERT PI's perception of the
importance of the knowledge,
skills or abilities to conducting
interdisciplinary research

The frequency and percentage selecting each
response category for each of the areas will be
reported.
TS:B7

The data will be qualitatively coded to provide a list
of other areas that trainees believe are important
to conducting interdisciplinary research.

PI: 4A, 5A, 6A,7A, 8A,
9A, 10

Variables from this question would be coded as:
1=Not at all important
2=Somewhat important
3=Important
4=Very important
The frequency and percentage selecting each
response category for each of the areas will be
reported.
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Data sources: TS= Trainee survey (TS: #) ; PI= PI interview protocol (PI: #)

Research Question

Topic

Data Source

Analysis Variable
Open-ended responses on why it is or is not
important for someone to have the listed skill
areas are collected.
The data will be qualitatively coded to provide
information on various topics, for example:
Report examples on why or why not the skill area is
important to interdisciplinary research.

Role of the different IGERT
training activities in developing
trainees’ capacity in the six areas

PI: 4B, 5B, 6B,7B, 8B, 9B

Are the identified skill areas distinct or do they
overlap?
Open-ended responses on activities and the role of
the different activities in developing trainees in the
six skill areas are collected.
The data will be qualitatively coded to provide
information on various topics, for example:
What activities do PIs report as helpful to
developing the six skill areas? How are the
activities helpful?

RQ2: What activities do projects
implement to develop trainees’
interdisciplinary research capacity, as
characterized by these knowledge,
skills or abilities? How do projects
assess trainees’ development as an
interdisciplinary researcher?

Can they identify a specific activity that is most
helpful in developing each skill area?

How IGERT faculty assess the
development of trainees’
interdisciplinary research capacity

PI: 11

Is a common or varied set of activities used to
develop each skill area?
Open-ended responses on how IGERT faculty
assesses trainees’ development as an
interdisciplinary researcher are collected.
The data will be qualitatively coded to provide
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Data sources: TS= Trainee survey (TS: #) ; PI= PI interview protocol (PI: #)

Research Question

Topic

Data Source

Analysis Variable
information on various topics, for example:

RQ3: How helpful do trainees
perceive their IGERT training to be in
developing their capacity to conduct
interdisciplinary research as
characterized by these six areas?

Perceived helpfulness of IGERT
training in developing IGERT
trainees’ capacity in the six areas

TS: C2, C3

Other knowledge, skills or abilities
trainees report that their IGERT
training helps to develop

Perceived helpfulness of individual
IGERT training activities in
developing trainees’ overall
capacity to conduct
interdisciplinary research as
characterized by these knowledge,
skills or abilities

Methods used by IGERT faculty to assess trainees’
development as interdisciplinary scientists.
Variables from this question would be coded as:
1= Not at all helpful
2= Somewhat helpful
3= Helpful
4=Very Helpful
The frequency and percentage selecting each
response category for each area will be reported as
well as any other reported areas

TS: C4 (if C2b=2 or 3);
TS: C5 (if C2c=2 or 3);
TS: C6 (if C2d=2 or 3);
TS: C7 (if C2e=2 or 3);
TS: C8 (if C2f=2 or 3);
SKIP PATTERN NOTE:
Series of questions will
vary based on responses
to C2 (see note on
student survey skip
pattern)

Open-ended responses on other types of
knowledge, skills or abilities that their IGERT
training helped to develop are collected. These
data will be qualitatively coded to provide a list of
other types of knowledge, skills or abilities that
their IGERT training helped to develop.
Variables from this question would be coded as:
1= Not at all helpful
2= Somewhat helpful
3= Helpful
4=Very Helpful
5=Do not know
The frequency and percentage selecting each
response category for each area will be reported.

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Data sources: TS= Trainee survey (TS: #) ; PI= PI interview protocol (PI: #)

Research Question

Topic

Data Source

Analysis Variable

Contribution of other IGERT
training activities to developing
trainees’ capacity to conduct
interdisciplinary research as
characterized by these knowledge,
skills or abilities

TS: C4a (if C2b=2 or 3);
TS: C5a (if C2c=2 or 3);
TS: C6a (if C2d=2 or 3);
TS: C7a (if C2e=2 or 3);
TS: C8a (if C2f=2 or 3);

Open-ended responses on other IGERT training
activities that were helpful in developing trainees’
capacity to conduct interdisciplinary research as
characterized by these knowledge, skills or abilities
are collected. The data will be qualitatively coded
to provide a list of other types of IGERT training
activities that were helpful in developing trainees’
skills and abilities to conduct interdisciplinary
research

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Data sources: TS= Trainee survey (TS: #) ; PI= PI interview protocol (PI: #)

Research Question

Topic

Data Source

Analysis Variable

RQ3 (continued): How helpful do
trainees perceive their IGERT training
to be in developing their capacity to
conduct interdisciplinary research as
characterized by these six areas?

IGERT training activities
participated in

TS: C1

The frequency and percentage selecting each
response category will be reported. Responses will
also be used to pre-populate items in C2 through
C8

RQ4. How confident are IGERT
trainees of their knowledge, skills, and
abilities in these areas?

Trainees’ perceptions of their
confidence in these areas

TS: B8

Variables from this question would be coded as:
1= Not at all confident
2= Somewhat confident
3= Confident
4= Very Confident

RQ5: What challenges do trainees
encounter with the IGERT

Trainees’ perceived challenges to
participating in IGERT

TS: C9

The frequency and percentage selecting each
response category for each area will be reported.
Responses may be analyzed by year in degree
program.
Variables from this question would be coded as:
1= Not at all

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Data sources: TS= Trainee survey (TS: #) ; PI= PI interview protocol (PI: #)

Research Question

Topic

Data Source

traineeship?

Analysis Variable
2= Somewhat
3= A great deal

TS:C10

The frequency and percentage selecting each
response category for challenge will be reported.
Open-ended responses on the most difficult or
challenging aspect of participating in the IGERT
training program are collected.
The data will be qualitatively coded to provide a list
of challenges.

PIs’ perceived challenges that
trainees experience in IGERT

PI: 12

Open-ended responses on challenges or difficulties
IGERT trainees experience while participating in
the IGERT training program are collected.
The data will be qualitatively coded to provide a list
of challenges.

Trainee background questions

Degree status

Discipline of degree

TS: A1, A2

TS: D1

If A1=Yes
then Var=Graduated
If A1=No and D2=Yes then Var=Still Enrolled
If A1=No and D2=No then Var=Dropped Out
The frequency and percentage in each response
category will be reported.
Variables will be coded as:
1=Sciences
2=Social Sciences
3=Engineering
The frequency and percentage selecting each
response category will be reported will be reported
for each discipline.
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Data sources: TS= Trainee survey (TS: #) ; PI= PI interview protocol (PI: #)

Research Question

Topic

Data Source

Analysis Variable
We will also report on the number and percent of
respondents that selected two disciplines.

Trainee background questions,
continued

PI background questions

PI background questions, continued

Demographic information
(race/ethnicity, gender)
Role in developing IGERT proposal;
involvement of faculty from other
departments

TS: D2, D3, D4
PI: 1, 2, 3

Additional frequencies may be reported by subdiscipline.
The frequency and percentage in each response
category will be reported.
These questions will provide information on the
following topics:
1.) How was the IGERT project conceptualized, for
example:
- Why was the IGERT proposal developed?
- How was the IGERT proposal developed?
- Which department faculty was involved?
- etc.
2.) What characteristics, interests, and/or skills do
IGERT projects look for when recruiting/selecting
trainees?
- How competitive is the process of selecting
IGERT trainees?
- What are the academic requirements?
- etc.

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