Hierarchical Mentoring: A Transformative Strategy for Improving Diversity and Retention in Undergraduate STEM Disciplines
Hierarchical Mentoring: A Transformative Strategy for Improving Diversity and Retention in Undergraduate STEM Disciplines
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DOI：
10.1007/s10956-011-9292-5
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发表时间：
2012-02-01
影响因子：
4.4
通讯作者：
Warner, Isiah M.
中科院分区：
文献类型：
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作者：
Wilson, Zakiya S.;Holmes, Lakenya;Warner, Isiah M.
在美国，在新生时进入科学、技术、工程和数学（STEM）本科课程的学生中，只有不到一半的学生真正毕业时获得STEM学位。来自代表性不足群体的学生的全国STEM毕业率差距更大，大约四分之三的少数民族学生在本科阶段离开STEM学科。已经设计和实施了一系列计划，以模拟在STEM学科留住学生的最佳实践。路易斯安那州立大学的霍华德休斯医学研究所（HHMI）教授项目，在HHMI教授Isiah M. Warner代表了其中一个项目，并报告了一种指导模式，该模式解决了影响本科阶段STEM学生流失的关键因素。通过将指导和战略性学术干预整合到结构化研究计划中，开发了一种创新模式，以指导STEM本科专业采用元认知策略，使他们能够在学习计划中脱颖而出，因为他们学会更全面地欣赏和理解科学。参与者和非参与者在STEM课程中的持续性的比较，在主办大学和其他国家的大学和学院，显示了该模型的显着特征对提高所有学生，特别是那些来自代表性不足的群体的STEM保留通过毕业的影响。
In the United States, less than half of the students who enter into science, technology, engineering, and mathematics (STEM) undergraduate curricula as freshmen will actually graduate with a STEM degree. There is even greater disparity in the national STEM graduation rates of students from underrepresented groups with approximately three-fourths of minority students leaving STEM disciplines at the undergraduate level. A host of programs have been designed and implemented to model best practices in retaining students in STEM disciplines. The Howard Hughes Medical Institute (HHMI) Professors Program at Louisiana State University, under leadership of HHMI Professor Isiah M. Warner, represents one of these programs and reports on a mentoring model that addresses the key factors that impact STEM student attrition at the undergraduate level. By integrating mentoring and strategic academic interventions into a structured research program, an innovative model has been developed to guide STEM undergraduate majors in adopting the metacognitive strategies that allow them to excel in their programs of study, as they learn to appreciate and understand science more completely. Comparisons of the persistence of participants and nonparticipants in STEM curricular, at the host university and with other national universities and colleges, show the impact of the model's salient features on improving STEM retention through graduation for all students, particularly those from underrepresented groups.