Design, implementation, and evaluation of a multi-disciplinary professional development program for research mentors
Design, implementation, and evaluation of a multi-disciplinary professional development program for research mentors
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研究导师多学科专业发展计划的设计、实施和评估
DOI：
10.1080/13611267.2018.1530101
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发表时间：
2018
期刊：
影响因子：
--
通讯作者：
S. Lo
中科院分区：
文献类型：
--
作者：
J. Brace;Rachael R. Baiduc;Denise L. Drane;Luke C. Flores;G. Beitel;S. Lo
本科生的研究经验已被证明可以促进学生的学习，提高他们在科学、技术、工程和数学(STEM)方面的坚持性。研究本科生研究经验的研究人员主要关注学生的结果，很少调查研究生和博士后导师的结果。在这里，我们报告了一个为STEM的研究生、博士后学者和研究人员设计的为期一年的非学分导师职业发展计划。导师们参加了一系列六个以互动和讨论为基础的研讨会，并在独立的暑期研究项目中指导一年级本科生。我们报告了三个导师队列的评估结果，结合了对导师理念的定性分析和对关于导师目标和技能的前后调查的定量评估。结果表明，导师在某些目标和技能上获得了自我效能感。然而，许多其他目标和技能保持不变。我们探讨了在调查项目中缺乏更广泛的收益的可能原因，并提出了计划改进的想法。
ABSTRACT Undergraduate research experience has been shown to enhance student learning and improve persistence in science, technology, engineering, and mathematics (STEM). Researchers studying undergraduate research experiences have largely focused on student outcomes and have seldom investigated the outcomes of graduate and postdoctoral mentors. Here, we report a non-credit, year-long mentor professional development program designed for graduate students, postdoctoral scholars, and research staff in STEM. Mentors attended a series of six interactive and discussion-based workshops and mentored first-year undergraduate students in independent summer research projects. We report evaluation findings for three mentor cohorts using a combination of qualitative analysis of mentoring philosophies and quantitative assessment of pre- and post-surveys about mentoring objectives and skills. Results indicate that mentors gained self-efficacy in some objectives and skills. However, many other objectives and skills remained unchanged. We explore possible explanations for the lack of more broad-scale gains across survey items and present ideas for program improvement.