I-Corps L: A Commercial Approach to Distribute Fused Research-Mentoring Modules

I-Corps L：分发融合研究指导模块的商业方法

• 批准号: 1547417
• 负责人: Karen Burg
• 金额: $ 5万
• 依托单位: Kansas State University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2015
• 资助国家: 美国
• 起止时间: 2015-08-15 至 2016-07-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1547417&HistoricalAwards=false
• 关键词: Corps; Commercial; Approach; Distribute; Fused

Through the NSF Innovation Corps for Learning Program, (I-Corps L), this project will develop ways to achieve more widespread use of effective methods for helping undergraduate students and faculty gain greater benefits from undergraduate research experiences. Collaborating with faculty on research can be transformative experiences for undergraduate students. Research participation can increase students' confidence and enthusiasm leading to improved academic performance and stronger career focus. Working with faculty on research also helps students create credentials for future research and professional opportunities. Some work also indicates that, for undergraduates, the personal connections with faculty and graduate students are more important than the actual research content. The quality of faculty mentoring has a significant influence on the benefits of research participation for the student. However few faculty are able to develop optimally effective mentoring practices on their own. This project will use a set of effective practices about mentoring and have been developed to help undergraduate students and the faculty with whom they will collaborate. Topics address issues of recruiting, training, and communication. The program is a series of units, for use by both the mentor and mentee, that explain core topics and help build the type effective mentor-mentee relationship essential to achieving the greatest benefit to the student for undergraduate research. This I-Corps for Learning project will develop approaches to enable this mentor-mentee training program to be easily implemented across a wide spectrum of undergraduate institutions across the United States.Relationships that undergraduate students in Science, Technology, Engineering, and Mathematics cultivate with a research mentor have the potential to be among the most formative and influential relationships of their lives. It is known that a students' educational and career persistence is empowered by confidence and critical thinking skills gained during hands-on experiences. Research mentors are a key to bolstering a mentee's confidence and developing that mentee's critical thinking skills. Immersive formal research programs, such as the NSF's Research Experience for Undergraduates, are high-quality learning experiences that combine research and career development activities in group settings. Universities may also have their own formal research programs that also facilitate hands-on lab experience. The mentoring experience (faculty member/undergraduate student, graduate student/undergraduate student) can vary widely in quality and there is a concern that research mentees often do not receive the quality of holistic mentoring that is possible. This can be attributed to mentors not having access to, or knowledge of, educational materials and a lack of time for mentors to develop and assess their own program. By increasing the widespread implementation of effective mentoring practices, this project will help to improve the effectiveness of student-faculty research collaborations throughout STEM education.

通过美国国家科学基金会创新团队学习计划(i-Corps L)，该项目将开发方法，以实现更广泛地使用有效的方法，帮助本科生和教职员工从本科生的研究经验中获得更大的好处。对于本科生来说，与教员合作进行研究可能是一种变革性的经历。参与研究可以增加学生的信心和积极性，从而提高学习成绩和更强的职业针对性。与教职员工在研究方面的合作也有助于学生为未来的研究和职业机会创造资历。一些工作还表明，对于本科生来说，与教职员工和研究生的人际关系比实际的研究内容更重要。教师指导的质量对学生参与研究的效益有很大影响。然而，很少有教职员工能够独立开发出最有效的指导实践。这个项目将使用一套关于指导的有效实践，并已被开发来帮助本科生和他们将合作的教职员工。主题涉及招聘、培训和沟通方面的问题。该计划是一系列单元，供导师和导师使用，解释核心主题，并帮助建立一种有效的导师-学员关系，对于实现本科生研究的最大利益至关重要。这个i-Corps for Learning项目将开发方法，使这一导师-受训者培训计划能够在全美范围内的本科院校轻松实施。科学、技术、工程和数学专业的本科生与研究导师培养的关系有可能成为他们一生中最具形成性和影响力的关系之一。众所周知，学生的教育和职业坚持性是由实践经验中获得的自信和批判性思维技能增强的。研究导师是增强学员信心和培养学员批判性思维能力的关键。身临其境的正式研究项目，如NSF的本科生研究体验，是在小组环境中结合研究和职业发展活动的高质量学习体验。大学也可能有自己的正式研究项目，这些项目也会促进动手实验室的体验。指导经验(教员/本科生、研究生/本科生)的质量差异很大，有人担心研究指导对象往往得不到可能的整体指导质量。这可以归因于导师无法获得或了解教育材料，以及导师缺乏时间来制定和评估他们自己的计划。通过增加有效指导实践的广泛实施，该项目将有助于提高整个STEM教育中师生研究合作的有效性。