{"title":"朋辈导师制和学术支持建立了社区意识,提高了转学生的学习成绩。","authors":"Jennifer Teshera-Levye, Heather D Vance-Chalcraft","doi":"10.1128/jmbe.00163-23","DOIUrl":null,"url":null,"abstract":"<p><p>The experience of transferring to a 4-year college, especially in STEM programs, can be particularly challenging for students. While much of the onus for preparing students for transfer has been placed on community colleges, the 4-year institutions to which students transfer have critical roles to play. With this in mind, we established the Pre-transfer Interventions, Mentoring, and Experience in Research (PRIMER) program to support students transferring into the biology department at our university. The design of this program is based around the key elements of Schlossberg's Transition Theory, focusing on the support and strategies elements of the theory. Through a weekly academic skill course, peer mentoring, and informal academic and social supports, our goals were for students to increase their involvement in the campus community and to increase their use of academic support resources. We used qualitative and quantitative assessments to compare sense of community and use of campus resources between students who participated in our program and others. We found that students in our program strongly increased their sense of community during the semester compared to other students and used campus resources at a higher rate. Our insights from the PRIMER program can help others in developing programs to support transfer students in biology departments.</p>","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":"25 1","pages":"e0016323"},"PeriodicalIF":1.6000,"publicationDate":"2024-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11044626/pdf/","citationCount":"0","resultStr":"{\"title\":\"Peer mentorship and academic supports build sense of community and improve outcomes for transfer students.\",\"authors\":\"Jennifer Teshera-Levye, Heather D Vance-Chalcraft\",\"doi\":\"10.1128/jmbe.00163-23\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><p>The experience of transferring to a 4-year college, especially in STEM programs, can be particularly challenging for students. While much of the onus for preparing students for transfer has been placed on community colleges, the 4-year institutions to which students transfer have critical roles to play. With this in mind, we established the Pre-transfer Interventions, Mentoring, and Experience in Research (PRIMER) program to support students transferring into the biology department at our university. The design of this program is based around the key elements of Schlossberg's Transition Theory, focusing on the support and strategies elements of the theory. Through a weekly academic skill course, peer mentoring, and informal academic and social supports, our goals were for students to increase their involvement in the campus community and to increase their use of academic support resources. We used qualitative and quantitative assessments to compare sense of community and use of campus resources between students who participated in our program and others. We found that students in our program strongly increased their sense of community during the semester compared to other students and used campus resources at a higher rate. Our insights from the PRIMER program can help others in developing programs to support transfer students in biology departments.</p>\",\"PeriodicalId\":46416,\"journal\":{\"name\":\"Journal of Microbiology & Biology Education\",\"volume\":\"25 1\",\"pages\":\"e0016323\"},\"PeriodicalIF\":1.6000,\"publicationDate\":\"2024-04-25\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11044626/pdf/\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Microbiology & Biology Education\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1128/jmbe.00163-23\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"2024/2/27 0:00:00\",\"PubModel\":\"Epub\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION, SCIENTIFIC DISCIPLINES\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Microbiology & Biology Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1128/jmbe.00163-23","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"2024/2/27 0:00:00","PubModel":"Epub","JCR":"Q2","JCRName":"EDUCATION, SCIENTIFIC DISCIPLINES","Score":null,"Total":0}
引用次数: 0
摘要
转学到四年制大学,尤其是 STEM 课程,对学生来说是一个特别具有挑战性的经历。虽然社区学院承担着为学生转学做好准备的重任,但学生转入的四年制院校也发挥着至关重要的作用。有鉴于此,我们制定了转学前干预、指导和研究经验(PRIMER)计划,为转入我校生物系的学生提供支持。该计划的设计以施洛斯伯格的转学理论的关键要素为基础,重点关注理论中的支持和策略要素。通过每周一次的学术技能课程、同伴指导以及非正式的学术和社会支持,我们的目标是让学生更多地参与到校园社区中来,并更多地利用学术支持资源。我们通过定性和定量评估,比较了参加我们项目的学生和其他学生的社区意识和对校园资源的使用情况。我们发现,与其他学生相比,参加我们项目的学生在本学期的社区意识得到了很大的提高,使用校园资源的比例也更高。我们从 PRIMER 项目中获得的启示可以帮助其他人制定支持生物系转学生的项目。
Peer mentorship and academic supports build sense of community and improve outcomes for transfer students.
The experience of transferring to a 4-year college, especially in STEM programs, can be particularly challenging for students. While much of the onus for preparing students for transfer has been placed on community colleges, the 4-year institutions to which students transfer have critical roles to play. With this in mind, we established the Pre-transfer Interventions, Mentoring, and Experience in Research (PRIMER) program to support students transferring into the biology department at our university. The design of this program is based around the key elements of Schlossberg's Transition Theory, focusing on the support and strategies elements of the theory. Through a weekly academic skill course, peer mentoring, and informal academic and social supports, our goals were for students to increase their involvement in the campus community and to increase their use of academic support resources. We used qualitative and quantitative assessments to compare sense of community and use of campus resources between students who participated in our program and others. We found that students in our program strongly increased their sense of community during the semester compared to other students and used campus resources at a higher rate. Our insights from the PRIMER program can help others in developing programs to support transfer students in biology departments.