Mentoring to enhance diversity in STEM and STEM-intensive health professions.
Mentoring to enhance diversity in STEM and STEM-intensive health professions.
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指导，以增强STEM和STEM密集型卫生职业的多样性。
DOI：
10.1080/09553002.2021.1988182
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发表时间：
2023
影响因子：
2.6
通讯作者：
中科院分区：
文献类型：
--
作者：
有效的指导对于促进学生在科学、技术、工程和数学（STEM）领域的成功至关重要。让学生参与有指导的学习社区并鼓励他们参与研究可以促进STEM的保留。对于来自这些领域中代表性不足的背景的学生来说尤其如此，包括来自教育或社会经济弱势背景的学生。这篇论文是对STEM和STEM密集型卫生专业（STEM+）中至关重要的指导话题的学术观点。我们的目的是分享我们对这一主题的理解，以此作为缓解这些领域持续代表性不足的手段，并提出我们的建议。本文借鉴文献和我们的经验，为追求STEM领域专业并渴望从事生物医学科学和/或STEM密集型卫生专业的不同本科生群体提供改善结果的建议。本科学习社区和指导研究活动促进了对STEM的持续参与，也为这些领域的职业发展提供了有竞争力的基础。(1)指导必须通过明确明确的学习社区的制度和学科优先级来扩大规模，并附带评估，以监测创建一个支持来自代表性不足背景的不同学生的环境的影响。(2)隶属于学术机构和独立研究机构的个别教师和主要研究人员可以通过欢迎代表性不足的本科生进入他们的实验室来增强他们的指导作用。(3)教师、管理人员和工作人员必须致力于每个参加STEM+项目的学生的成功，而不是将高失败率视为不可避免的。(4)通过在有指导的学习社区中体验，增加一年级学生和教师之间的互动，促进真正的参与和发现，这是促进STEM+领域中代表性不足的不同学生群体留存的关键。(5)学习社区可以放大导师个人的影响。(6)学生成功的障碍，如高中课程准备不足，必须积极有效地解决。
Effective mentoring is essential for promoting student success in the science, technology, engineering, and mathematics (STEM) fields. Engaging students in mentored learning communities and encouraging them to participate in research can promote retention in STEM. This is especially true for students from backgrounds that are underrepresented in these fields, including students from educationally- or socioeconomically-disadvantaged backgrounds. This manuscript is a scholarly perspective on the crucially important topic of mentoring in STEM and the STEM-intensive health professions (STEM+). Our purpose is to share our understanding of this subject as a means to mitigate the persistent underrepresentation in these fields and to offer our recommendations. This manuscript draws on the literature and our experiences to develop recommendations for improving outcomes for diverse populations of undergraduate students who are pursuing majors in the STEM fields and aspire to careers in the biomedical sciences and/or STEM-intensive health professions. Undergraduate learning communities and mentored research activities promote continued engagement in STEM and also provide a competitive foundation for careers in these fields. (1) Mentoring must be brought to scale through clearly articulated institutional and disciplinary prioritization of learning communities, with attendant assessment to monitor the impact of creating an environment that supports diverse students from underrepresented backgrounds. (2) Individual faculty members and principal investigators affiliated with academic institutions and stand-alone research facilities can enhance their mentoring role by welcoming underrepresented undergraduates into their laboratories. (3) Faculty members, administrators, and staff members must commit themselves to the success of each student who enrolls in a STEM+ program, rather than accepting high rates of failure as inevitable. (4) Increased interactions between first-year students and faculty members through experiences in mentored learning communities that promote authentic engagement and discovery are key to promoting the retention of diverse populations of students who are underrepresented in the STEM+ fields. (5) Learning communities can amplify the impact of an individual mentor. (6) Barriers to student success, such as weak preparation from high school courses, must be proactively and effectively addressed.
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影响因子：
3.8
作者：
Freeman, Richard B.;Huang, Wei
通讯作者：
Huang, Wei
DOI：
10.1073/pnas.1915378117
发表时间：
2020-04-28
影响因子：
11.1
作者：
Hofstra, Bas;Kulkarni, Vivek V.;McFarland, Daniel A.
通讯作者：
McFarland, Daniel A.
DOI：
10.1177/1521025115584746
发表时间：
2016-08-01
影响因子：
1.5
作者：
Dagley, Melissa;Georgiopoulos, Michael;Young, Cynthia
通讯作者：
Young, Cynthia
DOI：
10.1177/2372732220943232
发表时间：
2020-10-01
影响因子：
3.8
作者：
Freeman, Jonathan B.
通讯作者：
Freeman, Jonathan B.
影响因子：
3.1
作者：
HILTON, TL;LEE, VE
通讯作者：
LEE, VE