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

通过NSF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，帮助本科生和教师从本科研究经验中获得更大的利益。 与教师合作研究可以为本科生的变革经验。参与研究可以增加学生的信心和热情，从而提高学习成绩和更强的职业重点。与教师合作进行研究也有助于学生为未来的研究和职业机会创造证书。 一些研究还表明，对于本科生来说，与教师和研究生的个人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益处有着重要的影响。 然而，很少有教师能够自己开发最有效的指导实践。 该项目将使用一套有效的指导实践，并已开发，以帮助本科生和教师与他们将合作。主题涉及招聘、培训和沟通问题。 该计划是一系列单元，供导师和学员使用，解释核心主题，并帮助建立有效的导师-学员关系，以实现本科研究学生的最大利益。这个I-Corps for Learning项目将开发方法，使这个导师-学员培训计划能够在美国范围广泛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生活中最具形成性和影响力的关系。众所周知，学生的教育和职业持久性是通过在实践经验中获得的信心和批判性思维能力来增强的。研究导师是增强学员信心和培养学员批判性思维技能的关键。沉浸式的正式研究计划，如NSF的本科生研究经验，是高质量的学习经验，结合联合收割机研究和职业发展活动在小组设置。大学也可能有自己的正式研究计划，也促进动手实验室的经验。指导经验（教师/本科生，研究生/本科生）可以在质量上有很大的差异，有一个问题，研究学员往往没有收到的质量，是可能的整体指导。这可能是由于导师没有机会或知识，教育材料和导师缺乏时间来制定和评估自己的计划。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教育中学生与教师研究合作的有效性。

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.