An Innovative Near-Peer Mentoring Model for Undergraduate and Secondary Students: STEM Focus
An Innovative Near-Peer Mentoring Model for Undergraduate and Secondary Students: STEM Focus
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DOI：
10.1007/s10755-014-9286-3
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发表时间：
2014-11-01
影响因子：
2.2
通讯作者：
Yourick, Debra L.
中科院分区：
文献类型：
--
作者：
Tenenbaum, Laura S.;Anderson, Margery K.;Yourick, Debra L.
本研究探讨了一种新的指导模式——近同伴指导，它支持徒弟和导师的发展，结合了已有的指导原则，并为科学、技术、工程和数学（STEM）实习的研究和教学提供了独特的机会。采用定性方法，从沃尔特里德陆军研究所科学教育实习期间的近同伴导师和学生学员的角度对该模型进行了检验。结果显示，这种指导模式有助于近同伴导师的个人、教育和专业成长，并提高了学生学习STEM的兴趣和参与度。我们讨论了影响、限制和未来的方向。
This study examined a novel mentoring model, near-peer mentorship, that supports the development of mentee and mentor, incorporates established principles of mentoring, and offers unique opportunities to integrate research and teaching in a science, technology, engineering, and mathematics (STEM) internship. Using qualitative methods, this model was examined from the perspectives of near-peer mentors and student mentees during a science education internship at the Walter Reed Army Institute of Research. Results revealed that this mentorship model contributed to personal, educational, and professional growth for near-peer mentors and increased the interest and engagement of students studying STEM. We discuss implications, limitations, and future directions.