NRT-IGE: Training Graduate Students as Research Mentors for Undergraduates

NRT-IGE：培养研究生作为本科生的研究导师这个国家科学基金会研究培训（NRT）奖在研究生教育（IGE）的创新轨道加州大学伯克利分校将测试改进的方式本科生介绍科学研究型大学通过培养研究生作为本科生研究人员的导师。本科生经常被纳入研究项目，作为成为科学家的开始步骤。对他们的经验的研究指出，在科学实践的这些关键的第一阶段，良好的指导关系的形成是积极经验的关键。研究生，谁是经常在场，并积极参与监督本科生的研究项目，有一个特别好的机会，以确保本科生在他们的研究蓬勃发展，导致更多的本科生选择继续在科学领域。学习成为好的导师还可以提高研究生的职业技能，他们将成为大学和行业的首席科学家。该项目将为研究生导师培训对本科生、研究生本身和国家科学界的潜在积极影响提供新的见解。该项目将在加州大学伯克利分校成功的测试项目的基础上，试点并评估该方法在培训来自一系列STEM领域和研究环境的学生导师方面的有效性。参与者培训将包括一个学期的专业发展课程之前，实践他们的新技能，同时指导本科研究人员。 形成性评估结果将用于在该计划的另外两次迭代中完善培训要素和课程设置。 关于不同学科研究生培训效果的数据将用于为不同STEM领域和背景的学生改进和调整培训材料。通过扩大测试人群，以包括研究生导师谁不采取正式的辅导课程之前，与本科生的工作，但谁使用的培训材料，该项目将评估新开发的材料将如何为学生谁是自我指导的导师工作。该项目将产生的第一个系统的研究提供正式的研究指导培训，研究生的影响，包括检查不同的技术的有效性学科集群之间的变化。该项目将为研究生指导本科研究人员提供一个资源工具包，并在全国范围内共享。NSF研究培训计划（NRT）旨在鼓励开发和实施大胆的、新的、具有潜在变革性和可扩展性的STEM研究生教育培训模式。 研究生教育创新轨道专门致力于试点，测试和评估新颖，创新和潜在的变革性研究生教育方法。

NRT-IGE: Training Graduate Students as Research Mentors for UndergraduatesThis National Science Foundation Research Traineeship (NRT) award in the Innovations in Graduate Education (IGE) Track to the University of California-Berkeley will test improvements to the way undergraduates are introduced to science in research universities through training graduate students to serve as mentors for undergraduate researchers. Undergraduates are often included in research projects as beginning steps to becoming scientists. Research on their experiences points to the formation of good mentoring relationships as a key to positive experiences in these critical first stages in the practice of science. Graduate students, who are often present and actively engaged in supervising undergraduate research projects, have an especially good opportunity to ensure that undergraduates thrive in their research, leading to more undergraduates choosing to continue in science fields. Learning to be good mentors also enhances the career skills of graduate researchers, who go on to be lead scientists in universities and industries. This project will provide new insights into the potential positive effects that providing training for graduate mentors has on undergraduates, on graduate students themselves, and on the national science community.Building on a successful test-program at UC-Berkeley, this project will pilot and assesses the approach's efficacy in training student mentors from a range of STEM fields and research settings. Participant training will include a semester-long professional development course prior to practicing their new skills while mentoring undergraduate researchers. Formative evaluation results will be used to refine the training elements and course curricula during two additional iterations of the program. Data on the effectiveness of the training for graduate students from different disciplines will be used to refine and adapt the training materials for students from different STEM fields and backgrounds. By expanding the test population to include graduate student mentors who do not take the formal mentoring course prior to working with undergraduates, but who use the training materials, the project will assess how the newly developed materials will work for students who are self-guided mentors. This project will produce one of the first systematic investigations of the effects of providing formal training in research mentoring to graduate students, including examining variations among discipline clusters on the effectiveness of different techniques. The project will produce a resource tool-kit for graduate student mentoring of undergraduate researchers that will be made shared on a national level.The NSF Research Traineeship (NRT) Program is designed to encourage the development and implementation of bold, new, potentially transformative, and scalable models for STEM graduate education training. The Innovations in Graduate Education Track is dedicated solely to piloting, testing, and evaluating novel, innovative, and potentially transformative approaches to graduate education.