Producing Trustworthiness in Studying What Works in Heterodox Curricular Interventions

This article reflects on the challenges of establishing trustworthiness in the evaluation of a curricular intervention funded by the National Science Foundation’s Innovations in Graduate Education (IGE) program. Relying primarily on qualitative data, the evaluation aimed to assess how STEM (Science, Technology, Engineering, and Mathematics) graduate students developed creative and collaborative capacities through their engagement in a range of arts-infused activities. Data were supplemented by pre- and post-tests of cognitive flexibility. The authors discuss how contextual features influenced both the program’s implementation and outcomes and complicated efforts to report transferable findings. Authors argue that instead of prescriptive results, qualitative research provides insights that inspire adaptation and innovation in other settings. Trustworthy findings involve reporting what happened during design and implementation phases and acknowledging limitations. The study highlights that admitting to uncertainties and limitations contributes to the generation of further research questions and supports continued inquiry into effective educational interventions.