Developing Collaboration Skills in Team Undergraduate Research Experiences
Developing Collaboration Skills in Team Undergraduate Research Experiences
复制标题
培养本科生团队研究经验中的协作技能
DOI：
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发表时间：
2017
期刊：
影响因子：
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通讯作者：
S. Lenhart
中科院分区：
文献类型：
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作者：
Kelly K. Sturner;Pamela Bishop;S. Lenhart
摘要跨学科的本科生研究经验往往需要学生与其他学生和来自不同学科的研究人员在团队中工作，创造了跨学科合作的新技能的发展需要。在本文中，我们描述了我们独特的努力，指导参与者在发展这些技能，在我们的团队为基础的研究经验，为本科生计划。这一努力是为了响应一个感知的需要，提供专业发展的合作，为我们的参与者，谁来自不同的背景，跨越一系列学科，机构和文化。我们在这里描述的干预，这是一个成功地在课堂环境中实施的修改版本。此外，我们提出了我们的形成性和总结性的程序评估数据参与者的看法，什么有助于或阻碍团队科学。学生评价中重复最多的主题，从最多提到到最少，依次为：沟通，目标设定，共享的心理模型，时间/日程安排，合作，不参与，态度和导师指导/支持。这些主题占学生回答的82%。最后，我们提出了我们的意见，这种干预对我们的计划的积极影响。我们的研究结果可能是有用的指导本科生在团队研究和课堂小组学习。
Abstract Interdisciplinary undergraduate research experiences often require students to work in teams with other students and researchers from different disciplines, creating a need for development of new skills in interdisciplinary collaboration. In this paper, we describe our unique efforts to mentor participants in developing these skills during our team-based research experience for undergraduates program. This effort was initiated in response to a perceived need to provide professional development in collaboration for our participants, who come from diverse backgrounds that span a range of disciplines, institutions, and cultures. We describe here the intervention used, which is a modified version of one successfully implemented in a classroom setting. Furthermore, we present our formative and summative program evaluation data regarding participants’ perceptions about what helps or hinders team science. The most-repeated themes in student evaluations, in order from most mentions to least, were: communication, goal setting, shared mental model, timing/scheduling, cooperation, non-participation, attitudes, and mentor guidance/support. Together these themes account for 82% of the student responses. Lastly, we present our observations of the positive effects of this intervention on our program. Our findings may be useful to those mentoring undergraduates in both team research and classroom group learning.
影响因子：
5.5
作者：
Stokols, Daniel;Misra, Shalini;Taylor, Brandie K.
通讯作者：
Taylor, Brandie K.