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Belonging Interrupted: Toward an Understanding of How Virtual Learning Impedes Women Students’ Belonging in Engineering 归属感中断:了解虚拟学习如何影响女学生在工程学领域的归属感
IF 2.2 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-05-11 DOI: 10.1007/s10755-024-09711-x
Linda DeAngelo, Danielle V. Lewis, Erica McGreevy

Although the effects of COVID-19 were felt by all students, the pandemic exacerbated the barriers to belonging for women in engineering. Little work to date has investigated women’s experiences during the pandemic in disciplines that are hallmarked by masculinity. What scholarship has been completed on pandemic-necessitated virtual instruction has not examined how women’s experiences and sense of belonging differed by the college year in which this disruption in their learning environment occurred. Utilizing data from seven focus groups conducted in March 2022 with 22 students, this study investigates how pandemic-induced virtual instruction is related to sense of belonging for women within their engineering majors. We found not only that the disruption caused by the pandemic had differential outcomes for students, but that these differences were mainly related to the year in which pandemic-induced virtual instruction occurred. This study highlights the importance of focusing on belonging and related issues as women transition into their major. We offer implications and recommendations for practice and research based on the differential outcomes found.

尽管所有学生都感受到了 COVID-19 的影响,但大流行加剧了工程专业女生的归属障碍。迄今为止,几乎没有研究女性在以大男子主义为特征的学科中的经历。关于大流行所必需的虚拟教学的研究成果,也没有研究女性的经历和归属感在发生这种学习环境中断的大学学年有何不同。本研究利用 2022 年 3 月对 22 名学生进行的 7 个焦点小组的数据,调查了大流行引起的虚拟教学与工程专业女生的归属感之间的关系。我们发现,大流行造成的干扰不仅对学生产生了不同的结果,而且这些差异主要与大流行引发的虚拟教学发生的年份有关。这项研究强调了在女生过渡到其专业时关注归属感和相关问题的重要性。我们根据所发现的不同结果为实践和研究提供了启示和建议。
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引用次数: 0
PeTe (Peer Teaching) Mentors: How Near Peer Mentoring (NPM) Affects Academic Success and Retention in Design Education PeTe(同伴教学)导师:近距离朋辈指导(NPM)如何影响设计教育中的学业成功和学生保留率
IF 2.2 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-04-30 DOI: 10.1007/s10755-024-09709-5
Tilanka Chandrasekera, Zahrasadat Hosseini, Aditya Jayadas, Lynn M. Boorady

Near-Peer Mentoring (NPM) is an innovative form of Peer-assisted Learning that has been gaining traction in educational settings. Traditionally, NPM is characterized by a more experienced student (typically a year or more advanced) offering guidance and support to newer, less experienced students, with the aim of helping them navigate the complexities of their educational journey. This concept, however, has evolved to encompass a more inclusive and interdisciplinary approach, wherein students from different fields share their expertise, enhancing the learning experience for all involved. Research has shown that near-peer groups can significantly ease the stress associated with transitioning into higher education environments. Additionally, they play a crucial role in fostering cognitive and psychomotor development in students. The benefits of peer mentoring extend beyond academic development, contributing to a stronger sense of belonging to the educational institution, increasing student success and retention rates, and enhancing science identity and self-efficacy. In a practical application of this concept, a NPM program was implemented in an Interior Design undergraduate program at a southwestern university. The program was designed with several objectives improving student retention, reducing the workload of studio instructors, creating learning opportunities through near-peer interactions (such as workshops and brown bag sessions), and fostering a sense of belonging within the department. The outcomes of this initiative were encouraging, indicating that near-peer mentorship positively influenced students’ academic motivation, sense of belonging, and confidence in their abilities, skills, and knowledge pertaining to the college environment.

近距离同伴辅导(NPM)是同伴辅助学习的一种创新形式,在教育领域越来越受到重视。传统上,NPM 的特点是由经验丰富的学生(通常是高年级或高年级以上的学生)向经验较少的新生提供指导和支持,目的是帮助他们应对教育旅程中的复杂问题。然而,这一概念已发展为一种更具包容性和跨学科的方法,来自不同领域的学生可以分享他们的专业知识,从而增强所有参与者的学习体验。研究表明,近似朋辈小组可以大大缓解与过渡到高等教育环境相关的压力。此外,他们在促进学生的认知和心理运动发展方面也发挥着至关重要的作用。朋辈辅导的益处不仅限于学术发展,它还能增强学生对教育机构的归属感,提高学生的成功率和保留率,增强科学认同感和自我效能感。在这一概念的实际应用中,西南部一所大学的室内设计本科专业实施了一项国家预防机制计划。该计划的设计有几个目标:提高学生保留率、减少工作室指导教师的工作量、通过近距离互动(如研讨会和棕色袋会议)创造学习机会,以及培养系内的归属感。这一举措取得了令人鼓舞的成果,表明近距离同伴指导对学生的学习动机、归属感以及对自己在大学环境中的能力、技能和知识的信心产生了积极影响。
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引用次数: 0
Evaluating the Causal Structure of the Relationship Between Belonging and Academic Self-Efficacy in Community College: An Application of Direction Dependence Analysis 评估社区学院中归属感与学业自我效能感之间关系的因果结构:方向依赖分析法的应用
IF 2.2 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-04-15 DOI: 10.1007/s10755-024-09707-7
Christopher D. Slaten, Wolfgang Wiedermann, Michael Steven Williams, Bini Sebastian

Student persistence and retention in community colleges concern scholars, policymakers, and academics in higher education at large. Previous literature suggests that a strong sense of belonging in higher education and at the institution the student is attending may be one significant factor that impacts persistence and retention. However, belonging on campus in community college settings is complex given the nature of open enrollment, lack of on-campus housing, employment status of most students, and the limited amount of time students stay at the institution. Furthermore, previous correlational studies linking a sense of belonging and academic outcomes leave scholars wondering about causation without the science to support the inquiries. Standard statistical methods of association do not allow scholars to draw causal conclusions. Direction dependence analysis (DDA) provides a new way of statistically examining the causal directionality of relationships between constructs. The current study introduces principles of direction dependence modeling and examines the causal direction of the relationship between belonging and academic self-efficacy in a large community college setting. DDA results suggest that there is evidence to suggest a causal relationship between belonging and academic self-efficacy, a strong indication that belonging causes academic motivation rather than the other way around. Implications for higher education research and potential limitations of DDA are discussed.

社区学院学生的继续就读和保留学籍问题引起了广大高等教育学者、政策制定者和学术界的关注。以往的文献表明,学生对高等教育和所就读院校的强烈归属感可能是影响学生继续就读和保留学籍的一个重要因素。然而,鉴于社区学院的开放式招生、缺乏校内宿舍、大多数学生的就业状况以及学生在校学习时间有限等特点,社区学院学生的校园归属感非常复杂。此外,以往将归属感与学业成绩联系起来的相关研究让学者们对因果关系产生了疑问,却没有科学依据来支持这些疑问。标准的关联统计方法无法让学者们得出因果结论。方向依存分析(Direction dependence analysis,DDA)提供了一种新的方法,可以从统计学的角度来检验构件之间关系的因果方向性。本研究介绍了方向依存模型的原理,并考察了大型社区学院中归属感与学业自我效能感之间关系的因果方向。DDA 结果表明,有证据表明归属感与学业自我效能感之间存在因果关系,这有力地说明了归属感会导致学业动力,而不是相反。本文讨论了 DDA 对高等教育研究的影响和潜在局限性。
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引用次数: 0
Whiteness, Hierarchy, and Information Hoarding: Examining a University Bias Response Process from the Frontline 白人、等级制度和信息囤积:从第一线考察大学偏见应对过程
IF 2.2 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-04-12 DOI: 10.1007/s10755-024-09708-6
Ashley N. Robinson

Striving antiracist frontline student affairs educators work from commitments to racial equity and racial justice. Yet, when responding to racist harms, they must navigate institutional investigative practices. In this institutional ethnographic study of a Predominantly and Historically White Institution (PHWI), despite frontline educators’ aims, responses resulted in limited change or adequate support for students harmed by racist incidents. Rather, investigative practices drew on white interpretations, emphasized individual responsibility, and excluded frontline educators from meaningful involvement. The findings of this study suggest that the social organization of who gets to be involved in institutional bias response processes may be racialized in ways that further harm both racially minoritized students and staff. However, the ways the educators in this study recognized the tensions and challenges in their work and actively worked to center students’ needs provide important insights for policies and practices that re-center the knowledge and aims of those at the frontline educators.

努力反种族主义的一线学生事务教育工作者致力于种族公平和种族正义。然而,在应对种族主义伤害时,他们必须驾驭机构调查实践。在对一所历史上以白人为主的院校(PHWI)进行的院校人种学研究中,尽管一线教育工作者的目标是反种族主义,但对受到种族主义事件伤害的学生而言,应对措施带来的改变或充分的支持是有限的。相反,调查实践借鉴了白人的解释,强调个人责任,并将一线教育工作者排除在有意义的参与之外。本研究的结果表明,谁能参与到机构偏见应对过程中的社会组织可能会被种族化,从而进一步伤害少数种族的学生和教职员工。然而,本研究中的教育工作者认识到了他们工作中的紧张关系和挑战,并积极努力以学生的需求为中心,这为重新以一线教育工作者的知识和目标为中心的政策和实践提供了重要的启示。
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引用次数: 0
Does Industry Experience Influence Transferable Skills Instruction? Implications for Faculty Development and Culture Theory 行业经验会影响可迁移技能教学吗?对教师发展和文化理论的启示
IF 2.2 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-04-10 DOI: 10.1007/s10755-023-09692-3
Matthew T. Hora, Changhee Lee

A major focus of innovation in higher education today is to improve faculty teaching, especially their focus on students’ career readiness and acquisition of workplace-relevant communication and teamwork competencies (i.e., transferable skills). Some contend that such instruction is best achieved through hiring faculty with prior work experience in industry, where the “culture” is preferable to academia where practical skills and career guidance are undervalued. However, little research exists on the topic and in this study we draw on person-centered views of culture to conceptualize industry experience as a form of cultural knowledge (i.e., cultural scripts) that can travel with a person (or not) over time and space. Using a mixed methods design where we gathered survey (n = 1,140) and interview (n = 89) data from STEMM faculty, we used thematic and HLM techniques to explore the relationships among industry experience, various situational factors, and transferable skills instruction. Results show that while most had industry experience (76.2%), transferable skills are rarely emphasized, a variety of individual (e.g., race) and institutional (e.g., discipline) factors are associated with transferable skills instruction, and that industry experience provides both generalized and specific cultural scripts for career- and skills-oriented teaching. We conclude that instead of promoting skills-focused instructional innovations via hiring policies that assume the value of one institutional culture over another, it is more useful and respectful (to faculty) to teach industry-based cultural knowledge via faculty development programming in a way similar to work-integrated learning (WIL) and communication in the disciplines (CID) initiatives.

当今高等教育创新的一个主要重点是提高教师的教学水平,尤其是注重学生的就业准备和掌握与工作场所相关的沟通和团队合作能力(即可迁移技能)。有些人认为,实现这种教学的最佳途径是聘用曾在企业工作过的教师,因为企业的 "文化 "优于学术界,因为学术界的实用技能和职业指导被低估了。在本研究中,我们借鉴了以人为本的文化观,将行业经验概念化为一种文化知识(即文化脚本),它可以随人(或不随人)穿越时空。我们采用混合方法设计,收集了来自 STEMM 学院教师的调查(n = 1,140)和访谈(n = 89)数据,并使用主题和 HLM 技术探讨了行业经验、各种情境因素和可迁移技能教学之间的关系。结果显示,虽然大多数人都有行业经验(76.2%),但可迁移技能很少得到强调,各种个人(如种族)和机构(如学科)因素与可迁移技能教学相关,行业经验为职业和技能导向教学提供了普遍和具体的文化脚本。我们的结论是,与其通过假定一种机构文化比另一种机构文化更有价值的招聘政策来促进以技能为重点的教学创新,不如通过教师发展计划来传授基于行业的文化知识,这种方式类似于工作综合学习(WIL)和学科交流(CID)计划,对教师来说更有用,也更受尊重。
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引用次数: 0
The Effect of Mindset Interventions on Stress and Academic Motivation in College Students 心态干预对大学生压力和学习动机的影响
IF 2.2 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-04-10 DOI: 10.1007/s10755-024-09706-8
Heidi H. Meyer, Lauren A. Stutts

Stress levels are high among college students in the United States. Growth mindset and stress-is-enhancing mindset interventions offer ways to reduce stress, but minimal research has examined them. This study’s aim was to examine the effect of mindset interventions on mindsets, stress, academic motivation, and responses to hypothetical academic scenarios. Participants included 210 college students who were randomized to one of four groups: growth mindset (intelligence is malleable), stress mindset (stress is beneficial), synergistic (intelligence is malleable, and stress is beneficial), or control (brain functions). The growth mindset and the synergistic mindset group increased in growth mindset, and the growth mindset group had higher growth mindset than the stress mindset and control group post-intervention. The stress mindset and the synergistic group increased in stress-is-enhancing mindset, and both groups had higher stress-is-enhancing mindsets than the growth mindset and control group post-intervention. All groups decreased in stress and increased in academic motivation. The synergistic group was the only group to improve on all the main outcomes, and students in this group were less likely to want to withdraw from a course in both negative hypothetical academic scenarios (if they failed an assignment or were faced with a professor with a fixed mindset). Our findings suggest that students would benefit from increased access to mindset interventions.

美国大学生的压力水平很高。成长型思维模式和压力即动力思维模式干预提供了减轻压力的方法,但对它们的研究却很少。本研究旨在考察心态干预对心态、压力、学习动机以及对假设学习情景的反应的影响。参与者包括210名大学生,他们被随机分为四组:成长型思维模式组(智力可塑性强)、压力型思维模式组(压力有益)、协同型思维模式组(智力可塑性强,压力有益)或控制型思维模式组(大脑功能)。干预后,成长型思维模式组和协同型思维模式组的成长型思维模式有所增加,成长型思维模式组的成长型思维模式高于压力型思维模式组和对照组。压力心态组和协同心态组在压力即增强心态方面有所提高,两组在干预后的压力即增强心态均高于成长心态组和对照组。所有小组的压力都有所下降,学习动机有所提高。协同组是唯一一个在所有主要结果上都有所改善的组别,而且该组学生在两种消极的假设学业情景中(如果他们没有完成作业或面对的是固定思维模式的教授),退学的可能性都更小。我们的研究结果表明,学生将从更多的思维方式干预中受益。
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引用次数: 0
A Methodology for Improving the Quality of the Research Article Publications in Engineering Institutions in India: A Case Study 提高印度工程院校研究文章发表质量的方法:案例研究
IF 2.2 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-03-09 DOI: 10.1007/s10755-024-09703-x
Rajkumar Bhimgonda Patil, Prachi Vinod Ingle, Padmakar A. Deshmukh

Research article publication is often considered a critical indicator of academic institutions' success and productivity. It improves the institution's reputation, attracts talented students and faculty members, and increases the institution's chances of receiving funding opportunities from different funding agencies. This paper provides a reliable and sustainable methodology for improving the quality and quantity of research article publications for engineering institutions in India. The various tools, techniques, and initiatives that promote research culture and improve its outcome in terms of research papers are also discussed. A case study of Pimpri Chinchwad College of Engineering (PCCOE), Pune, India, depicts how predictive, prescriptive, descriptive, and diagnostic data analytics approaches help to identify the barriers in the research article publications in academic institutions and provides the ways to overcome them. It also helps to set the publication targets and develop the path to perceive the targets. The outcomes and effectiveness of the case study are discussed using the papers published in Scopus, Web of Science, and Google Scholar databases. The challenges, opportunities, and recommendations are also provided for the smooth and effective implementation of the developed methodologies.

研究文章的发表通常被视为学术机构成功与否和生产力高低的关键指标。它能提高学术机构的声誉,吸引优秀学生和教师,增加学术机构从不同资助机构获得资助的机会。本文提供了一种可靠、可持续的方法来提高印度工程院校研究文章发表的质量和数量。本文还讨论了促进研究文化和提高研究论文成果的各种工具、技术和举措。印度浦那 Pimpri Chinchwad 工程学院(PCCOE)的案例研究描述了预测性、规范性、描述性和诊断性数据分析方法如何帮助学术机构识别研究文章发表方面的障碍,并提供克服这些障碍的方法。它还有助于设定发表目标,并制定实现目标的途径。利用 Scopus、Web of Science 和 Google Scholar 数据库中发表的论文,讨论了案例研究的成果和效果。此外,还提出了挑战、机遇和建议,以便顺利有效地实施所开发的方法。
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引用次数: 0
Sharing the Work: Using Diversity Advocates to Develop Inclusive Excellence 分担工作:利用多样性倡导者发展全纳卓越
IF 2.2 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-03-02 DOI: 10.1007/s10755-024-09702-y
Barbara King, Caroline E. Simpson, Suzanna M. Rose, Sanaz Farhangi, Kirsten E. Wood

Administrators and faculty at many colleges and universities are dedicated to making the faculty hiring process fair and equitable. One program that has shown promise is to train and appoint a Diversity Advocate (DA) to serve on each faculty search and screen committee. In this study, we created and examined the early stages of a DA program at a single institution. After undergoing special training, the DA works on the search committee to encourage best practices and to discourage schemas and stereotypes from interfering with the process. Our DA program differs from some in that efforts are made to train DAs who are demographically in the majority, work in the area where the search is taking place, and have earned tenure or promotion. Training those who are demographically in the majority helps meet our goal of broadening the responsibility for evidence-based and equitable hiring practices across faculty members. While reliable data on hiring outcomes is not yet available, we developed a survey to evaluate the DA training and conducted focus groups to understand the DA experience better. Our results highlight how DAs intervened in the search process to make it more equitable. The interventions included encouraging the use of best practices, such as leading the committee in creating a rubric for evaluating candidates and intervening when bias was present. Our study provides evidence that a DA program is one way to expand the pool of faculty committed to inclusive excellence.

许多高校的管理者和教职员工都致力于使教职员工的聘用过程公平公正。其中有一项计划很有前景,那就是培训并任命一名多元化倡导者(DA),在每个教职员工搜索和筛选委员会中任职。在本研究中,我们创建并考察了一所院校的 DA 计划的早期阶段。经过特殊培训后,DA 在遴选委员会中工作,以鼓励最佳实践,并阻止模式和刻板印象干扰遴选过程。我们的发展议程项目与其他一些项目的不同之处在于,我们努力培训那些在人口统计学上占多数、在进行遴选的领域工作并已获得终身教职或晋升的发展议程项目人员。对那些在人口统计学上占多数的人进行培训,有助于实现我们的目标,即在所有教职员工中扩大循证和公平聘用实践的责任。虽然目前还没有关于聘用结果的可靠数据,但我们开展了一项调查,以评估发展议程培训,并进行了焦点小组讨论,以更好地了解发展议程的经验。我们的结果强调了检察官如何干预搜索过程,使其更加公平。这些干预措施包括鼓励使用最佳实践,如领导委员会创建评估候选人的标准,以及在出现偏见时进行干预。我们的研究提供的证据表明,DA 计划是扩大致力于实现包容性卓越的教师队伍的一种方法。
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引用次数: 0
MENASA Campus Cultural Centers as Sites of Inclusion and Belonging in the Aftermath of the U.S. Presidential 2016 Election 中东和北非校园文化中心作为 2016 年美国总统大选后的包容与归属之地
IF 2.2 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-02-27 DOI: 10.1007/s10755-024-09700-0
Ramy Cappellino Abbady

Following the 2016 U.S. presidential election, Islamophobia became increasingly visible across the U.S, impacting anyone perceived to be Muslim. Despite being named after a religion, Islamophobia is a racial ideology predominantly targeting people of Middle Eastern, North African, and South Asian (MENASA) descent. In this qualitative study, the author explores how MENASA students navigated their college campuses in the period shortly following the 2016 election through examining the ways in which MENASA-focused cultural centers provided spaces of inclusion and belonging. The findings suggest that processes of racial formation and panethnic identity formation influenced the experiences of MENASA students in this period. Students demonstrated both a clear sense of racialization outside of whiteness, and the beginnings of panethnic identity formation across groups. These findings are situated in the particular temporal context of college-aged adults who both experienced 9/11 as young children and the 2016 presidential election in early adulthood.

2016 年美国总统大选之后,仇视伊斯兰教的情绪在美国各地日益明显,影响到任何被认为是穆斯林的人。尽管以宗教命名,但伊斯兰恐惧症是一种种族意识形态,主要针对中东、北非和南亚(MENASA)后裔。在这项定性研究中,作者通过考察以中东、北非和南亚为重点的文化中心提供包容和归属空间的方式,探讨了中东、北非和南亚学生如何在 2016 年大选后不久的时期在大学校园中游刃有余。研究结果表明,种族形成和泛民族身份形成的过程影响了中东和北非学生在此期间的经历。学生们在白人之外表现出明确的种族化意识,并开始形成跨群体的泛民族身份认同。这些发现是在特定的时间背景下得出的,即大学年龄的成年人在年幼时经历了 9/11 事件,在成年早期经历了 2016 年总统大选。
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引用次数: 0
Increasing STEM Skills, Knowledge and Interest Among Diverse Students: Results from an Intensive Summer Research Program at the University of California, San Francisco 提高多元化学生的 STEM 技能、知识和兴趣:加州大学旧金山分校暑期强化研究计划的成果
IF 2.2 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-02-23 DOI: 10.1007/s10755-024-09701-z
Gino Galvez, David W. Killilea, Sharla Berry, Vasanthy Narayanaswami, Ellen B. Fung

This study evaluates the effectiveness of the UCSF Summer Student Research Program (SSRP) in enhancing research-related skills, academic outcomes, and post-baccalaureate aspirations of underrepresented minority (URM) and non-URM undergraduate students in biomedical sciences and STEM fields. The SSRP, spanning 9 weeks, provides immersive research experiences, structured mentorship, trainings, seminars, and STEM education. Pre- and post-program survey data from eight cohorts (N = 315) were analyzed using paired-sample t-tests, MANOVA, and content analysis. Results demonstrate significant gains in critical thinking skills, research abilities, science identity, applied science skills, and readiness for a research career. Notably, participants exhibited improvements in understanding the research process, scientific thinking, science writing, and problem-solving. URM and non-URM students experienced similar gains, highlighting the program’s inclusivity. The SSRP also positively influenced students’ postgraduate aspirations. Some participants expressed heightened interest in pursuing Master of Arts, Ph.D., and M.D. degrees, indicating increased clarity and motivation towards advanced education and research careers. Furthermore, 87% of participants expressed a high likelihood of engaging in future research endeavors, underscoring the program’s sustained impact on research interest. This study underscores the transformative potential of a well-structured, intensive summer research program in significantly enhancing academic outcomes for URM and non-URM students alike. These findings align with the persistence framework, emphasizing the importance of early research experiences, active learning, and learning communities in fostering student success. The SSRP’s effectiveness in improving research skills and post-baccalaureate aspirations suggests its potential in diversifying the STEM fields, biomedical sciences and health-related professions.

本研究评估了加州大学旧金山分校暑期学生研究计划(SSRP)在提高生物医学和 STEM 领域的少数族裔(URM)和非URM 本科生的研究相关技能、学术成果和学士后志向方面的效果。SSRP 计划为期 9 周,提供沉浸式研究体验、结构化辅导、培训、研讨会和 STEM 教育。我们使用配对样本 t 检验、MANOVA 和内容分析法,对来自八个组群(N = 315)的计划前后调查数据进行了分析。结果表明,学员在批判性思维能力、研究能力、科学认同感、应用科学技能以及对研究事业的准备程度等方面都有明显提高。值得注意的是,参与者在理解研究过程、科学思维、科学写作和解决问题方面都有所提高。少数民族学生和非少数民族学生也取得了类似的进步,这凸显了该计划的包容性。SSRP 还对学生的研究生志向产生了积极影响。一些参与者表示对攻读文学硕士、博士学位和医学博士学位的兴趣有所提高,这表明他们对高级教育和研究事业的认识更加清晰,动机更加强烈。此外,87%的参与者表示很有可能在未来从事研究工作,这表明该计划对研究兴趣产生了持续的影响。这项研究强调了结构合理的暑期强化研究计划在显著提高统一种族和民族学生以及非统一种族和民族学生的学习成绩方面所具有的变革潜力。这些研究结果与持久性框架相一致,强调了早期研究经历、主动学习和学习社区在促进学生成功方面的重要性。SSRP 在提高研究技能和学士后志向方面的有效性表明,它具有使 STEM 领域、生物医学科学和健康相关专业多样化的潜力。
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