Assessing Peer Mentorship as a Scalable Intervention to Promote the Academic Success and Retention of Diverse Undergraduate Biology Majors

评估同伴指导作为一种可扩展的干预措施，以促进不同本科生物学专业的学业成功和保留

• 批准号: 2142521
• 负责人: Mike Wilton
• 金额: $ 29.22万
• 依托单位: University of California-Santa Barbara
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-06-15 至 2025-05-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2142521&HistoricalAwards=false
• 关键词: Assessing; Peer; Mentorship; Scalable; Intervention

This project aims to serve the national interest by improving undergraduate biology student academic success and retention in the major. At most universities in the United States, roughly 50% of undergraduate biology students leave the major within the first two years of their studies. To address this concern, most institutions put in place a number of first-year student support programs. There are, however, considerable challenges and significantly fewer supports for biology students in their second year of study when the student retention rate is at its lowest. This project seeks to improve the success of second year biology majors by implementing and characterizing near-peer mentorship programs at two research-intensive, minority serving institutions. Upper division biology peer mentors who have themselves overcome common barriers to student success will provide academic insights and supports tailored to their second-year biology major mentees. Importantly, this project is intended to shed light on the theoretical mechanisms by which peer mentorship promotes mentee academic success. Advancing understanding of how peer mentorship works may enable wide adoption and successful implementation of this strategy at a national level across various post-secondary academic settings. In turn, this should increase the number, quality, and diversity of students graduating with STEM degrees. To assess the impact of peer mentorship, this project will employ a rigorous randomized control research design that will enable the assessment of how peer mentorship influences mentee (1) short-term and longer-term academic performance and retention and (2) sense of belonging, academic self-efficacy, and academic habit complexity. Additionally, the project will include a focus on identifying and investigating effective near-peer mentorship practices to assess how these behaviors impact mentee outcomes. To assess whether peer mentorship is a scalable intervention at diverse universities, this project will implement peer mentorship programs at two large, public Hispanic-serving institutions where both biology programs share similar academic challenges at the second year level. The mentorship structure will include mentee:mentor cohorts in 6:1 ratios, a seminar course where mentees participate in guided discussions on topics relevant to student success, and weekly mentor check-ins. To characterize these mentorship structures and achieve the previously mentioned goals, data will be collected from a variety of sources. Institutional Research groups at each project site will provide academic grades, major declaration, and demographic data for mentees, while project-generated survey instruments will capture mentee noncognitive impacts and mentor behaviors linked with these outcomes. Combined, these data will advance understanding of how peer mentoring promotes student academic success in challenging STEM majors. The NSF IUSE: EHR Program supports research and development projects to improve the effectiveness of STEM education for all students. Through the Engaged Student Learning track, the program supports the creation, exploration, and implementation of promising practices and tools.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

该项目旨在通过提高本科生在该专业的学业成就和保留率来服务于国家利益。在美国的大多数大学，大约50%的本科生在学习的头两年内就离开了这个专业。为了解决这一担忧，大多数机构都制定了一些一年级学生支持计划。然而，在学生保留率最低的第二年，对生物学学生来说，面临着相当大的挑战，支持也明显减少。该项目旨在通过在两个研究密集型少数族裔服务机构实施和描述近乎同行的导师计划来提高生物专业二年级学生的成功。已经克服了学生成功的常见障碍的高年级生物同伴导师将为二年级的生物专业导师提供量身定做的学术见解和支持。重要的是，这个项目旨在阐明同伴指导促进被辅导者学业成功的理论机制。加深对同伴指导如何运作的理解，可能会使这一战略在国家一级在各种中学后学术环境中得到广泛采用和成功实施。反过来，这将增加获得STEM学位的学生的数量、质量和多样性。为了评估同伴辅导的影响，本项目将采用严格的随机对照研究设计，以评估同伴辅导如何影响被辅导者：(1)短期和长期的学习成绩和保持；(2)归属感、学业自我效能感和学业习惯复杂性。此外，该项目将侧重于确定和调查有效的近同行指导实践，以评估这些行为如何影响指导对象的结果。为了评估同伴导师制在不同的大学中是否具有可扩充性，该项目将在两所服务于西语裔的大型公立院校实施同伴导师制项目，这两个生物学项目在第二年的水平上都面临着相似的学术挑战。导师制结构将包括6：1比例的导师：导师队列，一个研讨会课程，学员参与与学生成功相关的主题的引导性讨论，以及每周导师签到。为了确定这些导师结构的特点并实现前面提到的目标，将从各种来源收集数据。每个项目现场的院校研究小组将为被辅导者提供学业成绩、主要声明和人口统计数据，而项目生成的调查工具将捕获与这些结果相关的被辅导者的非认知影响和指导行为。综合起来，这些数据将促进人们对同伴指导如何促进学生在挑战STEM专业的学习中取得成功的理解。NSF IUSE：EHR计划支持研究和开发项目，以提高所有学生的STEM教育的有效性。通过参与的学生学习路径，该计划支持有前景的实践和工具的创建、探索和实施。该奖项反映了NSF的法定使命，并通过使用基金会的智力优势和更广泛的影响审查标准进行评估，被认为值得支持。