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Perspectives from Undergraduate Life Sciences Faculty: Are We Equipped to Effectively Accommodate Students With Disabilities in Our Classrooms? 生命科学本科生教师的观点:我们有能力在课堂上有效地帮助残疾学生吗?
IF 4.6 2区 教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2024-06-01 DOI: 10.1187/cbe.23-05-0094
Emma C Goodwin, Danielle Pais, Jingyi He, Logan E Gin, Sara E Brownell

Higher education has evolved in ways that may increase the challenges life science faculty face in providing accommodations for students with disabilities. Guided by Expectancy-Value Theory, we interviewed 34 life sciences faculty instructors from institutions nationwide to explore faculty motivation to create disability-inclusive educational experiences. We found that faculty in our sample perceive that providing most standard accommodations is a manageable but often challenging task. Further, faculty in our sample feel that improving accommodations necessitates additional support from their institutions. Most faculty had high attainment value for providing accommodations, in that they strongly believed that supporting students with disabilities is the fair and right thing to do. However, faculty did not perceive much utility value or intrinsic value in their task of providing accommodations, and most reported that providing accommodations can be a substantial burden on faculty. These findings imply that current approaches to providing inclusive educational experiences for students with disabilities rely primarily on the personal belief that providing accommodations is the right thing to do, which likely results in a flawed and inequitable system given that not all faculty equally share this conviction.

高等教育的发展可能会增加生命科学教师在为残疾学生提供便利时所面临的挑战。在期望-价值理论的指导下,我们采访了来自全国各院校的 34 名生命科学教员,以探索教员创造残疾包容性教育体验的动机。我们发现,在我们的样本中,教师们认为提供大多数标准的便利措施是一项可管理但往往具有挑战性的任务。此外,我们的样本中的教员认为,改善住宿条件需要他们所在机构的额外支持。大多数教职员工对提供便利有很高的实现价值,因为他们坚信支持残疾学生是公平和正确的事情。然而,教职员工并没有从提供住宿服务的任务中感受到多少实用价值或内在价值,大多数教职员工表示,提供住宿服务会给教职员工带来很大的负担。这些调查结果表明,目前为残疾学生提供全纳教育体验的方法主要依赖于个人信念,即提供便利是正确的事情,这很可能导致一个有缺陷和不公平的系统,因为并非所有教职员工都同样抱有这种信念。
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引用次数: 0
Who is Represented in the Research on Undergraduate Research Experiences in the Natural Sciences? A Review of Literature. 谁是自然科学领域本科生研究经历研究的代表?文献综述。
IF 4.6 2区 教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2024-06-01 DOI: 10.1187/cbe.23-07-0137
Emma C Goodwin, Logan E Gin, Allyson Aeschliman, Adwoa Kumi Afoakwa, Bryttani A Allred, Sarah T Avalle, Amanda Bell, Jessica Berkheimer, Hannah Brzezinski, Rachel Campos, Hozhoo Emerson, Savage Cree Hess, Arron M Montelongo, Nereus Noshirwani, W Levi Shelton, Emma M Valdez, Jennifer White, Quinn White, Ehren Wittekind, Katelyn M Cooper, Sara E Brownell

Positive outcomes from undergraduate research experiences (UREs) have resulted in calls to broaden and diversify participation in research. However, we have little understanding of what demographics are reported and considered in the analyses of student outcomes from UREs. Without this information, it is impossible to assess whether participation in UREs has been diversified and how outcomes may vary by participant identity. Through a comprehensive literature search, we systematically identified 147 peer-reviewed research articles on student participation in UREs in the natural sciences, published between 2014 and 2020. We coded each paper to document which student demographic variables are reported and considered in analyses. The majority (88%) of articles on UREs reported at least one demographic variable and 62% incorporate demographics into their analyses, but demographics beyond gender and race/ethnicity were infrequently considered. Articles on independent research apprenticeships included demographics in their analyses more frequently than studies on course-based undergraduate research experiences (CUREs). Trends in reporting and analyzing demographics did not change from 2014 to 2020. Future efforts to collect these data will help assess whether goals to diversify UREs are being met and inform how to design UREs to meet the needs of diverse student groups.

本科生研究经历 (URE) 取得的积极成果,促使人们呼吁扩大参与研究的范围并使其多样化。然而,我们对 "URE "学生成果分析中报告和考虑的人口统计数据知之甚少。如果没有这些信息,我们就无法评估参与 URE 是否实现了多样化,以及不同参与者的身份会产生怎样的结果。通过全面的文献检索,我们系统地找到了 2014 年至 2020 年间发表的 147 篇关于学生参与自然科学领域统考的同行评审研究文章。我们对每篇论文进行了编码,以记录分析中报告和考虑的学生人口统计学变量。大多数(88%)关于 URE 的文章至少报告了一个人口统计学变量,62%的文章将人口统计学纳入了分析,但除了性别和种族/人种之外,很少考虑人口统计学变量。与基于课程的本科生研究经历 (CURE) 的研究相比,关于独立研究实习的文章更经常地将人口统计数据纳入分析。从 2014 年到 2020 年,报告和分析人口统计数据的趋势没有变化。今后收集这些数据的工作将有助于评估 "URE "多样化的目标是否正在实现,并为如何设计 "URE "以满足不同学生群体的需求提供信息。
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引用次数: 0
Growth Mindset Messages from Instructors Improve Academic Performance Among First-Generation College Students. 教师的 "成长心态 "信息可提高第一代大学生的学习成绩。
IF 4.6 2区 教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2024-06-01 DOI: 10.1187/cbe.23-07-0131
Elizabeth A Canning, Makita White, William B Davis

First-generation (FG) college students (i.e., those for whom neither parent/guardian obtained a bachelor's degree) experience more barriers in college, compared with continuing-generation students. These barriers are compounded by subtle messages from instructors that convey the idea that natural talent is necessary for success in scientific fields. In contrast, growth mindset messages communicate that ability can improve with effort, help-seeking, and using productive study strategies. In a large enrollment introductory biology course, students were randomly assigned to receive email messages from their instructor after the first two exams containing either a growth mindset or control message. The intervention improved grades in the course for everyone, on average, compared with control messages, and were especially beneficial for FG students. This increase in performance was partially mediated by increased activity accessing course materials on the course website. This study provides preliminary evidence that instructors communicating growth mindset messages can support FG students' performance.

第一代(FG)大学生(即父母/监护人均未获得学士学位的学生)与连续一代学生相比,在大学中遇到了更多的障碍。这些障碍因导师传递的微妙信息而变得更加复杂,这些信息传达了这样一种观念,即要在科学领域取得成功,就必须具备天赋。与此相反,"成长型思维 "所传达的信息是,能力可以通过努力、寻求帮助和使用有效的学习策略来提高。在一门入学人数众多的生物入门课程中,学生被随机分配到在前两次考试后接收教师发送的包含成长型思维模式或对照组信息的电子邮件。与对照组相比,干预措施平均提高了每个人的课程成绩,尤其是对 FG 学生有益。成绩提高的部分原因是在课程网站上查阅课程资料的活动增加了。这项研究提供了初步证据,证明教师传达成长型思维模式的信息可以提高 FG 学生的成绩。
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引用次数: 0
What Makes a Good Match? Predictors of Quality Mentorship Among Doctoral Students. 怎样才能配对成功?博士生中优质导师的预测因素。
IF 4.6 2区 教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2024-06-01 DOI: 10.1187/cbe.23-05-0070
Trevor T Tuma, Erin L Dolan

Quality mentoring promotes graduate student success. Despite an abundance of practical advice, empirical evidence regarding how to match mentees and mentors to form quality mentoring relationships is lacking. Here, we examine the influence of variables theorized to predict mentorship support and quality in a national sample of 565 science doctoral students from 70 universities in 38 states. Our structural equation modeling results indicate that mentor rank, mentee capital, and the relationship matching mechanism (direct admissions, rotations) were not associated with higher-quality relationships. We found no support for the widely held belief that students whose mentors shared their gender, race, or ethnicity experienced greater mentorship quality. Rather, mentees who shared attitudes, beliefs, and values with their mentor, or whose mentors displayed greater cultural awareness experienced more supportive, higher quality mentoring. Furthermore, these patterns were largely consistent across both mentee and mentor demographic groups. These results highlight the potential benefits of pairing mentees and mentors who share personal and intrinsic qualities rather than demographic or surface-level attributes. Our findings also indicate that graduate students from marginalized backgrounds can be effectively mentored by faculty who are demographically dissimilar if their mentors engage in culturally aware mentorship.

高质量的指导能够促进研究生的成功。尽管有很多实用的建议,但有关如何匹配被指导者和指导者以形成高质量指导关系的实证证据却很缺乏。在此,我们以来自美国 38 个州 70 所大学的 565 名理科博士生为样本,研究了预测导师支持和指导质量的理论变量的影响。我们的结构方程建模结果表明,导师等级、被指导者资本和关系匹配机制(直接录取、轮换)与更高质量的关系无关。我们发现,普遍认为导师的性别、种族或民族与学生相同的学生的指导质量更高,这种观点并不成立。相反,那些与导师有相同态度、信念和价值观的被指导者,或者导师表现出更强的文化意识的被指导者,会得到更多支持,获得更高质量的指导。此外,这些模式在被指导者和指导者的人口统计群体中基本一致。这些结果突显出,如果被指导者和指导者具有共同的个人和内在品质,而不是人口统计或表面属性,那么他们之间的配对就会带来潜在的益处。我们的研究结果还表明,如果导师具有文化意识,那么来自边缘化背景的研究生可以有效地接受在人口统计学上不同的教师的指导。
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引用次数: 0
A Road Map for Planning Course Transformation Using Learning Objectives. 利用学习目标规划课程改革的路线图。
IF 4.6 2区 教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2024-06-01 DOI: 10.1187/cbe.23-06-0114
Rebecca B Orr, Cara Gormally, Peggy Brickman

The Vision and Change report called for biology educators to transform undergraduate biology education. The report recommended educators transparently state what students should know and be able to do and create assessments to measure student learning. Using backward design, learning objectives (LOs) can serve as the basis for course transformation. In this essay, we present a roadmap for planning successful course transformations synthesized from the literature. We identified three categories of critical features for successful course transformation. First, establishing a sense of urgency and offering faculty incentives to engage in this time-consuming work creates a needed climate for change. Second, departments are empowered in this process by including key stakeholders, building faculty teams to work collaboratively to identify LOs used to drive pedagogical change, develop assessment strategies, and engage in professional development efforts to support the process. Third, there must be intentional effort to manage resistance and ensure academic freedom and creativity in the classroom. General recommendations as well as areas for further research are discussed.

愿景与变革》报告呼吁生物教育工作者改革本科生物教育。报告建议教育工作者透明地说明学生应该知道什么和能够做什么,并创建评估来衡量学生的学习情况。利用逆向设计,学习目标(LO)可以作为课程改革的基础。在这篇文章中,我们综合文献资料,提出了成功规划课程转型的路线图。我们确定了课程成功转型的三类关键特征。首先,树立紧迫感,为教师参与这项耗时的工作提供激励措施,从而营造一种必要的变革氛围。其次,在这一过程中,各院系要让主要利益相关者参与进来,建立教师团队,共同确定用于推动教学改革的学习目标,制定评估策略,并参与支持这一过程的专业发展工作。第三,必须有意识地管理阻力,确保课堂上的学术自由和创造性。本文讨论了一般性建议以及有待进一步研究的领域。
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引用次数: 0
Undergraduate Biology Lecture Courses Predominantly Test Facts about Science Rather than Scientific Practices. 本科生物讲座课程主要测试科学事实而非科学实践。
IF 4.6 2区 教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2024-06-01 DOI: 10.1187/cbe.23-12-0244
Crystal Uminski, Sara M Burbach, Brian A Couch

Scientific practices are the skills used to develop scientific knowledge and are essential for careers in science. Despite calls from education and government agencies to cultivate scientific practices, there remains little evidence of how often students are asked to apply them in undergraduate courses. We analyzed exams from biology courses at 100 institutions across the United States and found that only 7% of exam questions addressed a scientific practice and that 32% of biology exams did not test any scientific practices. The low occurrence of scientific practices on exams signals that undergraduate courses may not be integrating foundational scientific skills throughout their curriculum in the manner envisioned by recent national frameworks. Although there were few scientific practices overall, their close association with higher-order cognitive skills suggests that scientific practices represent a primary means to help students develop critical thinking skills and highlights the importance of incorporating a greater degree of scientific practices into undergraduate lecture courses and exams.

科学实践是用来发展科学知识的技能,也是从事科学工作所必需的。尽管教育部门和政府机构呼吁培养学生的科学实践能力,但仍然很少有证据表明学生在本科课程中应用科学实践的频率。我们分析了全美 100 所院校的生物课程考试,发现只有 7% 的考题涉及科学实践,32% 的生物考试没有测试任何科学实践。科学实践在考试中的出现率很低,这表明本科课程可能没有按照最近的国家框架所设想的方式将基础科学技能融入整个课程。虽然科学实践总体上很少,但它们与高阶认知技能的密切联系表明,科学实践是帮助学生发展批判性思维能力的主要手段,并强调了在本科生授课课程和考试中纳入更多科学实践的重要性。
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引用次数: 0
Mentorship for Transfer Student Success in STEM Research: Mentor Approaches and Reflections. 指导转学生在科学、技术、工程和数学研究中取得成功:导师的方法和思考。
IF 4.6 2区 教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2024-06-01 DOI: 10.1187/cbe.23-08-0156
Austin L Zuckerman, Stanley M Lo, Ashley L Juavinett

Mentorship has been widely recognized as an effective means to promote student learning and engagement in undergraduate research experiences. However, little work exists for understanding different mentors' perceived approaches to mentorship, including mentorship of students from backgrounds and educational trajectories not well represented in science, technology, engineering, and mathematics (STEM). Transfer students, in particular, face unique trajectories in their pursuit of research opportunities, yet few studies investigate how mentors describe their approaches to supporting these students. Using semistructured interviews, this study examines how mentors approach mentoring students from diverse backgrounds as research trainees, with an emphasis on transfer students. First, using phenomenography as an analytical approach, we identified four categories describing variations in how mentors reflected upon or accounted for the transfer student identity in their approaches. We find that research mentors vary in their understanding and exposure to the transfer student identity and may have preconceived notions of the transfer student experience. Second, we present vignettes to illustrate how mentors' approaches to the transfer student identity may relate or diverge from their general approaches to mentoring students from different backgrounds and identities. The emerging findings have implications for developing effective mentorship strategies and training mentors to support transfer students.

人们普遍认为,指导是促进学生学习和参与本科生研究经历的有效手段。然而,对于了解不同导师的指导方法,包括指导科学、技术、工程和数学(STEM)学科中背景和教育轨迹不尽相同的学生,却鲜有研究。特别是转校生,他们在追求研究机会的过程中面临着独特的轨迹,但很少有研究调查导师如何描述他们支持这些学生的方法。本研究通过半结构式访谈,探讨了导师如何指导来自不同背景的研究实习生,重点是转校生。首先,我们使用现象学作为分析方法,确定了四个类别,描述了导师如何在其方法中反思或考虑转校生身份的变化。我们发现,研究导师对转学生身份的理解和接触各不相同,可能对转学生的经历有先入为主的观念。其次,我们通过一些小故事来说明导师在指导来自不同背景和身份的学生时,对转学生身份的处理方法是如何与他们的一般方法相联系或相背离的。这些新发现对制定有效的指导策略和培训指导教师以支持转学生具有重要意义。
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引用次数: 0
Metacognition and Self-Efficacy in Action: How First-Year Students Monitor and Use Self-Coaching to Move Past Metacognitive Discomfort During Problem Solving. 行动中的元认知和自我效能:一年级学生如何在解决问题的过程中监控并使用自我辅导来克服元认知上的不适。
IF 4.6 2区 教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2024-06-01 DOI: 10.1187/cbe.23-08-0158
Stephanie M Halmo, Kira A Yamini, Julie Dangremond Stanton

Stronger metacognitive regulation skills and higher self-efficacy are linked to increased academic achievement. Metacognition and self-efficacy have primarily been studied using retrospective methods, but these methods limit access to students' in-the-moment metacognition and self-efficacy. We investigated first-year life science students' metacognition and self-efficacy while they solved challenging problems, and asked: 1) What metacognitive regulation skills are evident when first-year life science students solve problems on their own? and 2) What aspects of learning self-efficacy do first-year life science students reveal when they solve problems on their own? Think-aloud interviews were conducted with 52 first-year life science students across three institutions and analyzed using content analysis. Our results reveal that while first-year life science students plan, monitor, and evaluate when solving challenging problems, they monitor in a myriad of ways. One aspect of self-efficacy, which we call self-coaching, helped students move past the discomfort of monitoring a lack of understanding so they could take action. These verbalizations suggest ways we can encourage students to couple their metacognitive skills and self-efficacy to persist when faced with challenging problems. Based on our findings, we offer recommendations for helping first-year life science students develop and strengthen their metacognition to achieve improved problem-solving performance.

较强的元认知调节能力和较高的自我效能感与学习成绩的提高有关。元认知和自我效能感的研究主要采用回顾性方法,但这些方法限制了对学生即时元认知和自我效能感的了解。我们调查了一年级生命科学学生在解决具有挑战性的问题时的元认知和自我效能感,并提出了以下问题:1)一年级生命科学学生在自主解决问题时表现出哪些元认知调节技能? 2)一年级生命科学学生在自主解决问题时表现出哪些方面的学习自我效能感?我们对三所院校的 52 名一年级生命科学学生进行了思考-朗读访谈,并使用内容分析法进行了分析。我们的结果显示,生命科学一年级学生在解决具有挑战性的问题时,会进行计划、监控和评估,但他们的监控方式多种多样。自我效能感的一个方面,我们称之为 "自我辅导",它帮助学生克服了监测缺乏理解的不适感,从而使他们能够采取行动。这些言语表明,我们可以鼓励学生在面对具有挑战性的问题时,将元认知技能和自我效能感结合起来,坚持下去。基于我们的研究结果,我们提出了帮助生命科学一年级学生发展和加强元认知以提高问题解决能力的建议。
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引用次数: 0
Variations in Student Approaches to Problem Solving in Undergraduate Biology Education. 本科生物教育中学生解决问题方法的差异。
IF 4.6 2区 教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2024-06-01 DOI: 10.1187/cbe.23-02-0033
Jeremy L Hsu, Rou-Jia Sung, Su L Swarat, Alexandra J Gore, Stephanie Kim, Stanley M Lo

Existing research has investigated student problem-solving strategies across science, technology, engineering, and mathematics; however, there is limited work in undergraduate biology education on how various aspects that influence learning combine to generate holistic approaches to problem solving. Through the lens of situated cognition, we consider problem solving as a learning phenomenon that involves the interactions between internal cognition of the learner and the external learning environment. Using phenomenography as a methodology, we investigated undergraduate student approaches to problem solving in biology through interviews. We identified five aspects of problem solving (including knowledge, strategy, intention, metacognition, and mindset) that define three qualitatively different approaches to problem solving; each approach is distinguishable by variations across the aspects. Variations in the knowledge and strategy aspects largely aligned with previous work on how the use or avoidance of biological knowledge informed both concept-based and nonconcept-based strategies. Variations in the other aspects revealed intentions spanning complete disengagement to deep interest with the course material, different degrees of metacognitive reflections, and a continuum of fixed to growth mindsets. We discuss implications for how these characterizations can improve instruction and efforts to support development of problem-solving skills.

现有的研究已经对科学、技术、工程和数学领域的学生解决问题的策略进行了调查;然而,在本科生物教育中,关于影响学习的各个方面如何结合起来产生解决问题的整体方法的研究还很有限。通过情景认知的视角,我们将问题解决视为一种涉及学习者内部认知与外部学习环境之间相互作用的学习现象。我们以现象学为方法,通过访谈调查了本科生解决问题的生物方法。我们确定了问题解决的五个方面(包括知识、策略、意图、元认知和心态),这五个方面定义了解决问题的三种质的不同方法;每种方法都可通过各方面的变化加以区分。知识和策略方面的变化在很大程度上与之前的研究结果一致,即生物知识的使用或回避如何影响基于概念和非基于概念的策略。其他方面的变化揭示了从完全脱离课程材料到对课程材料产生浓厚兴趣的各种意图、不同程度的元认知反思以及从固定心态到成长心态的连续统一体。我们讨论了这些特征对改进教学和支持发展解决问题技能的影响。
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引用次数: 0
Overcoming the Barriers to Teaching Teamwork to Undergraduates in STEM. 克服对科学、技术、工程和数学专业本科生进行团队合作教学的障碍。
IF 4.6 2区 教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2024-06-01 DOI: 10.1187/cbe.23-07-0128
Gregory R Goldsmith, Miranda L Aiken, Hector M Camarillo-Abad, Kamal Diki, Daniel L Gardner, Mario Stipčić, Javier F Espeleta

There is widespread recognition that undergraduate students in the life sciences must learn how to work in teams. However, instructors who wish to incorporate teamwork into their classrooms rarely have formal training in how to teach teamwork. This is further complicated by the application of synonymous and often ambiguous terminology regarding teamwork that is found in literature spread among many different disciplines. There are significant barriers for instructors wishing to identify and implement best practices. We synthesize key concepts in teamwork by considering the knowledge, skills, and attitudes (KSAs) necessary for success, the pedagogies and curricula for teaching those KSAs, and the instruments available for evaluating and assessing success. There are only a limited number of studies on teamwork in higher education that present an intervention with a control group and a formal evaluation or assessment. Moreover, these studies are almost exclusively outside STEM disciplines, raising questions about their extensibility. We conclude by considering how to build an evidence base for instruction that will empower students with the KSAs necessary for participating in a lifetime of equitable and inclusive teamwork.

人们普遍认识到,生命科学专业的本科生必须学会团队合作。然而,希望将团队合作融入课堂的教师很少接受过如何教授团队合作的正规培训。而在许多不同学科的文献中,关于团队合作的同义词的应用往往模棱两可,这使得问题变得更加复杂。对于希望确定和实施最佳实践的教师来说,存在着很大的障碍。我们通过考虑成功所必需的知识、技能和态度 (KSA),教授这些 KSA 的教学法和课程,以及可用来评价和评估成功的工具,综合了团队合作的关键概念。关于高等教育中团队合作的研究中,只有为数有限的几项研究介绍了带有对照组和正式评价或评估的干预措施。此外,这些研究几乎都不涉及科学、技术、工程和数学学科,这就对其可扩展性提出了质疑。最后,我们将考虑如何为教学建立证据基础,使学生具备参与终生平等和包容性团队合作所需的 KSA。
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引用次数: 0
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