Cbe-Life Sciences Education最新文献_第8页

It Takes Two: Online and In-person Discussions Offer Complementary Learning Opportunities for Students. 双管齐下：在线和现场讨论为学生提供了互补的学习机会。

IF 4.6 2区教育学

Cbe-Life Sciences Education Pub Date : 2024-09-01 DOI: 10.1187/cbe.23-04-0062

Kylea R Garces, Aaron N Sexton, Abigail Hazelwood, Nathan Steffens, Linda Fuselier, Natalie Christian

{"title":"It Takes Two: Online and In-person Discussions Offer Complementary Learning Opportunities for Students.","authors":"Kylea R Garces, Aaron N Sexton, Abigail Hazelwood, Nathan Steffens, Linda Fuselier, Natalie Christian","doi":"10.1187/cbe.23-04-0062","DOIUrl":"10.1187/cbe.23-04-0062","url":null,"abstract":"Discussions play a significant role in facilitating student learning through engagement with course material and promotion of critical thinking. Discussions provide space for social learning where ideas are deliberated, internalized, and knowledge is cocreated through socioemotional interactions. With the increase of internet-based and hybrid courses, there is a need to evaluate the degree to which online discussion modalities facilitate quality discussions and enhance student achievement. We assessed the effectiveness of asynchronous online discussion boards and traditional face-to-face discussions via qualitative (thematic coding and discussion network analysis) and quantitative (Bloom's taxonomy) techniques and evaluated student perceptions via precourse and postcourse surveys. We found differential strengths of the two formats. Online discussions increased response complexity, while in-person discussions fostered improved connections with course material. Themes related to sharing of personal identity, humanity and verbal immediacy were more frequent throughout in-person discussions. Survey responses suggested that a sense of community was an external motivator for preference of in-person discussions, while anxiety was a factor influencing online discussion preference. Our findings suggest that online and in-person discussions are complementary, and work in tandem to facilitate complex student thinking through online environments and social learning within the classroom.","PeriodicalId":56321,"journal":{"name":"Cbe-Life Sciences Education","volume":"23 3","pages":"ar34"},"PeriodicalIF":4.6,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11440744/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141621821","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Dipping Your Toe in The CURE Pool: Longitudinal Tracking of Instructors Suggests Use of a Short-Duration CURE Can Catalyze Expansion to Longer CURE Experiences. 将你的脚趾浸入CURE池中：对教员的纵向追踪表明，使用短期的团结与种族平等教育可以促进向长期的团结与种族平等教育扩展。

IF 4.6 2区教育学

Cbe-Life Sciences Education Pub Date : 2024-09-01 DOI: 10.1187/cbe.23-05-0091

Elizabeth Genné-Bacon, Michal Fux, Sara A Bove, Finn Payne, Georgia Xenakis, John D Coley, Carol Bascom-Slack

{"title":"Dipping Your Toe in The CURE Pool: Longitudinal Tracking of Instructors Suggests Use of a Short-Duration CURE Can Catalyze Expansion to Longer CURE Experiences.","authors":"Elizabeth Genné-Bacon, Michal Fux, Sara A Bove, Finn Payne, Georgia Xenakis, John D Coley, Carol Bascom-Slack","doi":"10.1187/cbe.23-05-0091","DOIUrl":"10.1187/cbe.23-05-0091","url":null,"abstract":"Course-based undergraduate research experiences (CUREs) are an effective method of engaging large numbers of students in authentic research but are associated with barriers to adoption. Short CURE modules may serve as a low-barrier entryway, but their effectiveness in promoting expansion has not been studied. The Prevalence of Antibiotic Resistance in the Environment (PARE) project is a modular CURE designed to be a low-barrier gateway into CURE use. In a series of interviews, we track and characterize use of PARE in 19 PARE-interested instructors throughout the Innovation-Decision Process described by Rogers' Diffusion of Innovations theory. The majority (16/19) implement PARE at least once, and a majority of these implementers (11/16) expanded use by the final interview. Three of four cases of discontinuance were due to a disruption such as moving institutions or a change in course assignment and occurred for community college faculty. Expanders expressed fewer personal challenges than nonexpanders. Overall analysis shows that perception of barriers is nuanced and impacted by the innovation itself, the institutional context, and one's own experiences. These results suggest that a short duration, low barrier CURE can serve as a catalyst for implementation of a longer duration CURE.","PeriodicalId":56321,"journal":{"name":"Cbe-Life Sciences Education","volume":"23 3","pages":"ar31"},"PeriodicalIF":4.6,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11440735/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141565202","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Inclusive Research Environments for Deaf and Hard of Hearing English Speakers. 聋人和英语重听者的包容性研究环境。

IF 4.6 2区教育学

Cbe-Life Sciences Education Pub Date : 2024-06-01 DOI: 10.1187/cbe.22-11-0235

Jason D Listman, Kim B Kurz, Amanda Picioli, Paul Craig

{"title":"Inclusive Research Environments for Deaf and Hard of Hearing English Speakers.","authors":"Jason D Listman, Kim B Kurz, Amanda Picioli, Paul Craig","doi":"10.1187/cbe.22-11-0235","DOIUrl":"10.1187/cbe.22-11-0235","url":null,"abstract":"In recent years, an increasing number of deaf and hard of hearing (D/HH) undergraduates have chosen to study in STEM fields and pursue careers in research. Yet, very little research has been undertaken on the barriers and inclusive experiences often faced by D/HH undergraduates who prefer to use spoken English in research settings, instead of American Sign Language (ASL). To identify barriers and inclusive strategies, we studied six English speaking D/HH undergraduate students working in research laboratories with their eight hearing mentors, and their three hearing peers sharing their experiences. Three researchers observed the interactions between all three groups and conducted interviews and focus groups, along with utilizing the Communication Assessment Self-Rating Scale (CASS). The main themes identified in the findings were communication and environmental barriers in research laboratories, creating accessible and inclusive laboratory environments, communication strategies, and self-advocating for effective communication. Recommendations for mentors include understanding the key elements of creating an inclusive laboratory environment for English speaking D/HH students and effectively demonstrating cultural competence to engage in inclusive practices.","PeriodicalId":56321,"journal":{"name":"Cbe-Life Sciences Education","volume":"23 2","pages":"ar22"},"PeriodicalIF":4.6,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11235105/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140871538","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Perspectives from Undergraduate Life Sciences Faculty: Are We Equipped to Effectively Accommodate Students With Disabilities in Our Classrooms? 生命科学本科生教师的观点：我们有能力在课堂上有效地帮助残疾学生吗？

IF 4.6 2区教育学

Cbe-Life Sciences Education Pub Date : 2024-06-01 DOI: 10.1187/cbe.23-05-0094

Emma C Goodwin, Danielle Pais, Jingyi He, Logan E Gin, Sara E Brownell

{"title":"Perspectives from Undergraduate Life Sciences Faculty: Are We Equipped to Effectively Accommodate Students With Disabilities in Our Classrooms?","authors":"Emma C Goodwin, Danielle Pais, Jingyi He, Logan E Gin, Sara E Brownell","doi":"10.1187/cbe.23-05-0094","DOIUrl":"10.1187/cbe.23-05-0094","url":null,"abstract":"Higher education has evolved in ways that may increase the challenges life science faculty face in providing accommodations for students with disabilities. Guided by Expectancy-Value Theory, we interviewed 34 life sciences faculty instructors from institutions nationwide to explore faculty motivation to create disability-inclusive educational experiences. We found that faculty in our sample perceive that providing most standard accommodations is a manageable but often challenging task. Further, faculty in our sample feel that improving accommodations necessitates additional support from their institutions. Most faculty had high attainment value for providing accommodations, in that they strongly believed that supporting students with disabilities is the fair and right thing to do. However, faculty did not perceive much utility value or intrinsic value in their task of providing accommodations, and most reported that providing accommodations can be a substantial burden on faculty. These findings imply that current approaches to providing inclusive educational experiences for students with disabilities rely primarily on the personal belief that providing accommodations is the right thing to do, which likely results in a flawed and inequitable system given that not all faculty equally share this conviction.","PeriodicalId":56321,"journal":{"name":"Cbe-Life Sciences Education","volume":"23 2","pages":"ar18"},"PeriodicalIF":4.6,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11235119/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140861643","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Who is Represented in the Research on Undergraduate Research Experiences in the Natural Sciences? A Review of Literature. 谁是自然科学领域本科生研究经历研究的代表？文献综述。

IF 4.6 2区教育学

Cbe-Life Sciences Education Pub Date : 2024-06-01 DOI: 10.1187/cbe.23-07-0137

Emma C Goodwin, Logan E Gin, Allyson Aeschliman, Adwoa Kumi Afoakwa, Bryttani A Allred, Sarah T Avalle, Amanda Bell, Jessica Berkheimer, Hannah Brzezinski, Rachel Campos, Hozhoo Emerson, Savage Cree Hess, Arron M Montelongo, Nereus Noshirwani, W Levi Shelton, Emma M Valdez, Jennifer White, Quinn White, Ehren Wittekind, Katelyn M Cooper, Sara E Brownell

{"title":"Who is Represented in the Research on Undergraduate Research Experiences in the Natural Sciences? A Review of Literature.","authors":"Emma C Goodwin, Logan E Gin, Allyson Aeschliman, Adwoa Kumi Afoakwa, Bryttani A Allred, Sarah T Avalle, Amanda Bell, Jessica Berkheimer, Hannah Brzezinski, Rachel Campos, Hozhoo Emerson, Savage Cree Hess, Arron M Montelongo, Nereus Noshirwani, W Levi Shelton, Emma M Valdez, Jennifer White, Quinn White, Ehren Wittekind, Katelyn M Cooper, Sara E Brownell","doi":"10.1187/cbe.23-07-0137","DOIUrl":"10.1187/cbe.23-07-0137","url":null,"abstract":"Positive outcomes from undergraduate research experiences (UREs) have resulted in calls to broaden and diversify participation in research. However, we have little understanding of what demographics are reported and considered in the analyses of student outcomes from UREs. Without this information, it is impossible to assess whether participation in UREs has been diversified and how outcomes may vary by participant identity. Through a comprehensive literature search, we systematically identified 147 peer-reviewed research articles on student participation in UREs in the natural sciences, published between 2014 and 2020. We coded each paper to document which student demographic variables are reported and considered in analyses. The majority (88%) of articles on UREs reported at least one demographic variable and 62% incorporate demographics into their analyses, but demographics beyond gender and race/ethnicity were infrequently considered. Articles on independent research apprenticeships included demographics in their analyses more frequently than studies on course-based undergraduate research experiences (CUREs). Trends in reporting and analyzing demographics did not change from 2014 to 2020. Future efforts to collect these data will help assess whether goals to diversify UREs are being met and inform how to design UREs to meet the needs of diverse student groups.","PeriodicalId":56321,"journal":{"name":"Cbe-Life Sciences Education","volume":"23 2","pages":"ar28"},"PeriodicalIF":4.6,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11235117/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141162780","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Growth Mindset Messages from Instructors Improve Academic Performance Among First-Generation College Students. 教师的 "成长心态 "信息可提高第一代大学生的学习成绩。

IF 4.6 2区教育学

Cbe-Life Sciences Education Pub Date : 2024-06-01 DOI: 10.1187/cbe.23-07-0131

Elizabeth A Canning, Makita White, William B Davis

{"title":"Growth Mindset Messages from Instructors Improve Academic Performance Among First-Generation College Students.","authors":"Elizabeth A Canning, Makita White, William B Davis","doi":"10.1187/cbe.23-07-0131","DOIUrl":"10.1187/cbe.23-07-0131","url":null,"abstract":"First-generation (FG) college students (i.e., those for whom neither parent/guardian obtained a bachelor's degree) experience more barriers in college, compared with continuing-generation students. These barriers are compounded by subtle messages from instructors that convey the idea that natural talent is necessary for success in scientific fields. In contrast, growth mindset messages communicate that ability can improve with effort, help-seeking, and using productive study strategies. In a large enrollment introductory biology course, students were randomly assigned to receive email messages from their instructor after the first two exams containing either a growth mindset or control message. The intervention improved grades in the course for everyone, on average, compared with control messages, and were especially beneficial for FG students. This increase in performance was partially mediated by increased activity accessing course materials on the course website. This study provides preliminary evidence that instructors communicating growth mindset messages can support FG students' performance.","PeriodicalId":56321,"journal":{"name":"Cbe-Life Sciences Education","volume":"23 2","pages":"ar14"},"PeriodicalIF":4.6,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11235104/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140112331","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

What Makes a Good Match? Predictors of Quality Mentorship Among Doctoral Students. 怎样才能配对成功？博士生中优质导师的预测因素。

IF 4.6 2区教育学

Cbe-Life Sciences Education Pub Date : 2024-06-01 DOI: 10.1187/cbe.23-05-0070

Trevor T Tuma, Erin L Dolan

{"title":"What Makes a Good Match? Predictors of Quality Mentorship Among Doctoral Students.","authors":"Trevor T Tuma, Erin L Dolan","doi":"10.1187/cbe.23-05-0070","DOIUrl":"10.1187/cbe.23-05-0070","url":null,"abstract":"Quality mentoring promotes graduate student success. Despite an abundance of practical advice, empirical evidence regarding how to match mentees and mentors to form quality mentoring relationships is lacking. Here, we examine the influence of variables theorized to predict mentorship support and quality in a national sample of 565 science doctoral students from 70 universities in 38 states. Our structural equation modeling results indicate that mentor rank, mentee capital, and the relationship matching mechanism (direct admissions, rotations) were not associated with higher-quality relationships. We found no support for the widely held belief that students whose mentors shared their gender, race, or ethnicity experienced greater mentorship quality. Rather, mentees who shared attitudes, beliefs, and values with their mentor, or whose mentors displayed greater cultural awareness experienced more supportive, higher quality mentoring. Furthermore, these patterns were largely consistent across both mentee and mentor demographic groups. These results highlight the potential benefits of pairing mentees and mentors who share personal and intrinsic qualities rather than demographic or surface-level attributes. Our findings also indicate that graduate students from marginalized backgrounds can be effectively mentored by faculty who are demographically dissimilar if their mentors engage in culturally aware mentorship.","PeriodicalId":56321,"journal":{"name":"Cbe-Life Sciences Education","volume":"23 2","pages":"ar20"},"PeriodicalIF":4.6,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11235109/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140860746","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A Road Map for Planning Course Transformation Using Learning Objectives. 利用学习目标规划课程改革的路线图。

IF 4.6 2区教育学

Cbe-Life Sciences Education Pub Date : 2024-06-01 DOI: 10.1187/cbe.23-06-0114

Rebecca B Orr, Cara Gormally, Peggy Brickman

{"title":"A Road Map for Planning Course Transformation Using Learning Objectives.","authors":"Rebecca B Orr, Cara Gormally, Peggy Brickman","doi":"10.1187/cbe.23-06-0114","DOIUrl":"10.1187/cbe.23-06-0114","url":null,"abstract":"The Vision and Change report called for biology educators to transform undergraduate biology education. The report recommended educators transparently state what students should know and be able to do and create assessments to measure student learning. Using backward design, learning objectives (LOs) can serve as the basis for course transformation. In this essay, we present a roadmap for planning successful course transformations synthesized from the literature. We identified three categories of critical features for successful course transformation. First, establishing a sense of urgency and offering faculty incentives to engage in this time-consuming work creates a needed climate for change. Second, departments are empowered in this process by including key stakeholders, building faculty teams to work collaboratively to identify LOs used to drive pedagogical change, develop assessment strategies, and engage in professional development efforts to support the process. Third, there must be intentional effort to manage resistance and ensure academic freedom and creativity in the classroom. General recommendations as well as areas for further research are discussed.","PeriodicalId":56321,"journal":{"name":"Cbe-Life Sciences Education","volume":"23 2","pages":"es4"},"PeriodicalIF":4.6,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11235115/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141072395","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Undergraduate Biology Lecture Courses Predominantly Test Facts about Science Rather than Scientific Practices. 本科生物讲座课程主要测试科学事实而非科学实践。

IF 4.6 2区教育学

Cbe-Life Sciences Education Pub Date : 2024-06-01 DOI: 10.1187/cbe.23-12-0244

Crystal Uminski, Sara M Burbach, Brian A Couch

{"title":"Undergraduate Biology Lecture Courses Predominantly Test Facts about Science Rather than Scientific Practices.","authors":"Crystal Uminski, Sara M Burbach, Brian A Couch","doi":"10.1187/cbe.23-12-0244","DOIUrl":"10.1187/cbe.23-12-0244","url":null,"abstract":"Scientific practices are the skills used to develop scientific knowledge and are essential for careers in science. Despite calls from education and government agencies to cultivate scientific practices, there remains little evidence of how often students are asked to apply them in undergraduate courses. We analyzed exams from biology courses at 100 institutions across the United States and found that only 7% of exam questions addressed a scientific practice and that 32% of biology exams did not test any scientific practices. The low occurrence of scientific practices on exams signals that undergraduate courses may not be integrating foundational scientific skills throughout their curriculum in the manner envisioned by recent national frameworks. Although there were few scientific practices overall, their close association with higher-order cognitive skills suggests that scientific practices represent a primary means to help students develop critical thinking skills and highlights the importance of incorporating a greater degree of scientific practices into undergraduate lecture courses and exams.","PeriodicalId":56321,"journal":{"name":"Cbe-Life Sciences Education","volume":"23 2","pages":"ar19"},"PeriodicalIF":4.6,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11235112/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140875049","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Mentorship for Transfer Student Success in STEM Research: Mentor Approaches and Reflections. 指导转学生在科学、技术、工程和数学研究中取得成功：导师的方法和思考。

IF 4.6 2区教育学

Cbe-Life Sciences Education Pub Date : 2024-06-01 DOI: 10.1187/cbe.23-08-0156

Austin L Zuckerman, Stanley M Lo, Ashley L Juavinett

{"title":"Mentorship for Transfer Student Success in STEM Research: Mentor Approaches and Reflections.","authors":"Austin L Zuckerman, Stanley M Lo, Ashley L Juavinett","doi":"10.1187/cbe.23-08-0156","DOIUrl":"10.1187/cbe.23-08-0156","url":null,"abstract":"Mentorship has been widely recognized as an effective means to promote student learning and engagement in undergraduate research experiences. However, little work exists for understanding different mentors' perceived approaches to mentorship, including mentorship of students from backgrounds and educational trajectories not well represented in science, technology, engineering, and mathematics (STEM). Transfer students, in particular, face unique trajectories in their pursuit of research opportunities, yet few studies investigate how mentors describe their approaches to supporting these students. Using semistructured interviews, this study examines how mentors approach mentoring students from diverse backgrounds as research trainees, with an emphasis on transfer students. First, using phenomenography as an analytical approach, we identified four categories describing variations in how mentors reflected upon or accounted for the transfer student identity in their approaches. We find that research mentors vary in their understanding and exposure to the transfer student identity and may have preconceived notions of the transfer student experience. Second, we present vignettes to illustrate how mentors' approaches to the transfer student identity may relate or diverge from their general approaches to mentoring students from different backgrounds and identities. The emerging findings have implications for developing effective mentorship strategies and training mentors to support transfer students.","PeriodicalId":56321,"journal":{"name":"Cbe-Life Sciences Education","volume":"23 2","pages":"ar27"},"PeriodicalIF":4.6,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11235116/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141162764","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0