A Comparison of Internal Dispositions and Career Trajectories after Collaborative versus Apprenticed Research Experiences for Undergraduates.
A Comparison of Internal Dispositions and Career Trajectories after Collaborative versus Apprenticed Research Experiences for Undergraduates.
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DOI：
10.1187/cbe.16-06-0206
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发表时间：
2017
期刊：
影响因子：
--
通讯作者：
Goode CT
中科院分区：
文献类型：
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作者：
Frantz KJ;Demetrikopoulos MK;Britner SL;Carruth LL;Williams BA;Pecore JL;DeHaan RL;Goode CT
做科研有益于本科生，但相对较少的研究导师。通过对学生按条件进行分层随机分配，这项研究表明，合作学习模式产生的学生结果与传统的学徒制一样积极。本科生的研究经验有利于从事科学、技术、工程和数学(STEM)职业的学生，但担任导师的研究专业人员数量较少，往往限制了他们进行研究的机会。在我们暑期研究项目(Brain)的背景下，我们测试了基于团队的协作学习模式(CLM)产生的学生结果至少与传统学徒模式(AM)一样积极的假设。通过分层随机分配条件，CLM学生被指定在教学实验室一起工作，根据由几名教师领导的明确课程进行研究，而AM学生与积极研究小组中的导师配对。我们使用项目前、项目中和项目后的调查来衡量报告的内部倾向，以预测STEM职业生涯的进展，如科学研究自我效能感、科学认同感、科学焦虑和对科学事业的承诺。我们还在跟踪与科学相关的职业道路上的长期留任情况。对于短期和长期结果，这两种计划形式产生了类似的好处，支持了我们的假设，即CLM在提供积极结果的同时节省了资源，如教师导师。我们讨论了这种方法与基于课程的本科生研究相比较，并建议将其扩展到导师资源稀缺的机构设置。
Doing scientific research benefits undergraduates, but relatively few research mentors are available. Using stratified random assignment of students to conditions, this study shows that a collaborative learning model produces student outcomes just as positive as a traditional apprenticeship. Undergraduate research experiences confer benefits on students bound for science, technology, engineering, and mathematics (STEM) careers, but the low number of research professionals available to serve as mentors often limits access to research. Within the context of our summer research program (BRAIN), we tested the hypothesis that a team-based collaborative learning model (CLM) produces student outcomes at least as positive as a traditional apprenticeship model (AM). Through stratified, random assignment to conditions, CLM students were designated to work together in a teaching laboratory to conduct research according to a defined curriculum led by several instructors, whereas AM students were paired with mentors in active research groups. We used pre-, mid-, and postprogram surveys to measure internal dispositions reported to predict progress toward STEM careers, such as scientific research self-efficacy, science identity, science anxiety, and commitment to a science career. We are also tracking long-term retention in science-related career paths. For both short- and longer-term outcomes, the two program formats produced similar benefits, supporting our hypothesis that the CLM provides positive outcomes while conserving resources, such as faculty mentors. We discuss this method in comparison with course-based undergraduate research and recommend its expansion to institutional settings in which mentor resources are scarce.