UI journal最新文献

{"title":"The BUILD Mentor Community at CSULB: A Mentor Training Program Designed to Enhance Mentoring Skills in Experienced Mentors.","authors":"Kelly A Young, Kaitlyn N Stormes","doi":"","DOIUrl":"","url":null,"abstract":"<p><p>The BUILD Mentoring Community (BMC) at California State University Long Beach (CSULB) was developed to enhance mentoring skills among our already experienced research faculty mentors. Designed in alignment with the published \"Entering Mentoring\" program, the 2015-2019 BMC trained 93 research mentors across 24 departments. Mentors discussed best practices in mentoring in a hybrid format during the first semester and completed a second semester independent project where refinements to their mentoring were piloted. Mentors were surveyed following BMC completion with a Qualtrics survey, and BMC-trained mentors (BMCT), BUILD non-BMC trained mentors (BNT), and non-BUILD (NB) faculty mentors and their students were surveyed using the Higher Education Research Institute (HERI) and Diversity Program Consortium (DPC) instruments. BMCT mentors found that the workload of the BMC was reasonable, and 86% of mentors would recommend the BMC. Most (97%) BMCT mentors stated that they were likely to make a change in their mentoring as a result of BMC participation. Both BMCT and BNT mentors rate mentoring undergraduates more highly, and present work with undergraduates more frequently, than NB mentors. Students perceive BMCT mentors as providing a better mentoring experience and being better at increasing motivation and confidence, setting expectations, and acknowledging contributions compared to the ratings of students without BMCT mentors. While students rated BMCT mentors better on many key skills taught in the BMC, some learning goals did not produce a difference, including discussing and valuing diversity, using active listening and constructive criticism, and employing communication strategies. Therefore, many aspects of mentor training at CSULB can improve. Overall, instituting online/hybrid mentor training enhanced mentoring skills even among experienced mentors, particularly when mentors were asked to apply and assess new mentoring practices as part of the program.</p>","PeriodicalId":75273,"journal":{"name":"UI journal","volume":"11 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9074723/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142094277","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Introduction to Research: A Scalable, Online Badge Implemented in Conjunction with a Classroom-Based Undergraduate Research Experience (CURE) that Promotes Students Matriculation into Mentored Undergraduate Research.","authors":"Laura E Ott,&nbsp;Surbhi Godsay,&nbsp;Kathleen Stolle-McAllister,&nbsp;Caitlin Kowalewski,&nbsp;Kenneth I Maton,&nbsp;William R LaCourse","doi":"","DOIUrl":"","url":null,"abstract":"<p><p>The benefits of mentored undergraduate research to student success, retention, and persistence in science, technology, engineering, and mathematics (STEM) have long been identified. However, many students miss out on the opportunity to engage in research often due to unfamiliarity of various research opportunities or how to approach potential research mentors. To address this, we developed a scalable online badge, Introduction to Research, that draws on aspects of the <i>Entering Research</i> curriculum (Branchaw, Pfund, & Rediske, 2010) to help students explore and prepare for undergraduate research in the biomedical and behavioral sciences. Students in the BUILD Training Program, part of the larger STEM BUILD at UMBC Initiative, completed the badge in conjunction with a 3-week classroom-based undergraduate research experience (CURE) before the start of their second year of undergraduate study at the University of Maryland, Baltimore County (UMBC). We were interested in investigating how this intervention, online badge plus CURE, correlated to students engaging in undergraduate research before the end of their second year at UMBC. We did this through student self-report, comparing students who had participated in the online badge plus CURE (BTP) to those who participated in neither (Control). Our data demonstrate that students who participated in the Introduction to Research Badge and CURE entered into mentored research at a significantly higher rate than students who were exposed to neither. Further, previously validated instruments of students 'research self-efficacy and science identity were used to compare how the Introduction to Research Badge and CURE may impact these two psycho-social variables. Students who participated in the Introduction to Research Badge and CURE had significantly higher gains in research self-efficacy compared to the control group. However, no change was observed in science identity for either group. Collectively, our results suggest that students who engage in the Introduction to Research Badge in combination with a CURE engage in mentored research within a year of completion at higher levels than students who engage in neither.</p>","PeriodicalId":75273,"journal":{"name":"UI journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7405868/pdf/nihms-1603269.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"38249773","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Investigating a multiple mentor model in research training for undergraduates traditionally underrepresented in biomedical sciences.","authors":"Thomas E Keller,&nbsp;Jennifer Lindwall","doi":"","DOIUrl":"","url":null,"abstract":"<p><p>Models of persistence and success in undergraduate research training emphasize the importance of engagement and integration across social, educational, research, and career settings. Students are likely to benefit from multiple sources of mentoring to meet their multi-dimensional needs for support across these domains. As part of a comprehensive training initiative for traditionally underrepresented students aspiring to careers in biomedical research, BUILD EXITO implemented a multiple mentoring model matching each undergraduate scholar with a research mentor, a faculty mentor, and a peer mentor. By design, each mentor has a different functional role. The current study investigates whether the nature of support scholars actually receive differs by type of mentor. The data are activity records (n=11,756) generated from monthly logs on which scholars (n=223) indicated the form of support received from each mentor by selecting from several items (e.g. personal support, making connections, career advising). Analyses with repeated-measures ANOVA indicate that peer mentors are more likely to address scholars' personal lives, academic skills, and connections to campus programs and services. Career mentors focus on advising related to academics, academic progress, and careers. Research mentors, although also providing career advising and addressing personal life, primarily engage scholars in research-related training activities. The findings confirm that each type of mentor provides a distinctive pattern of support for undergraduate scholars, suggesting that students in comprehensive programs emphasizing academic success, research training, and career development may benefit from multiple sources of mentoring.</p>","PeriodicalId":75273,"journal":{"name":"UI journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8455095/pdf/nihms-1626596.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39440493","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"BUILD Peer Mentor Training Model: Developing a Structured Peer-to-Peer Mentoring Training for Biomedical Undergraduate Researchers.","authors":"Danielle X Morales,&nbsp;Amy E Wagler,&nbsp;Angelica Monarrez","doi":"","DOIUrl":"","url":null,"abstract":"<p><p>One of the key challenges many peer-to-peer mentoring programs face is the lack of high-quality mentor training. In order to address this issue, the BUILDing SCHOLARS (BUILD) program at The University of Texas at El Paso (UTEP) implements a structured peer mentor training and provides the training to BUILD fellows at UTEP for four academic years. This paper focuses on introducing the BUILD Peer Mentor Training (BPMT) model and investigates its impacts on students using program evaluation data. Our results reveal that BUILD peer mentors were satisfied with the BPMT and their relationships with the mentees. They also reported that the training greatly improved their problem solving and action planning skills, and slightly improved their communication skills and ability to assess a mentee's understanding. Finally, four practical recommendations are provided for institutions and programs that might be interested in implementing a similar peer mentor training.</p>","PeriodicalId":75273,"journal":{"name":"UI journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7467556/pdf/nihms-1618706.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"38343671","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Study of U.S. Medical Graduates in Internal Medicine: Research during Graduate Medical Education and Subsequent Receipt of Mentored-K Awards.","authors":"Donna B Jeffe,&nbsp;Dorothy A Andriole","doi":"","DOIUrl":"","url":null,"abstract":"","PeriodicalId":75273,"journal":{"name":"UI journal","volume":"9 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6405236/pdf/nihms982808.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41162094","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Do You Speak Science? Dialect and its Role in Research Training.","authors":"Jordan Trachtenberg, Hwa Young Lee, Cheryl Anderson, Shine Chang, Carrie Cameron","doi":"","DOIUrl":"","url":null,"abstract":"<p><p>Mastery of communication skills is critical to success in research careers. In this article we report on a study that focuses on a potential barrier to research career success that is virtually unstudied in academic interventions in higher education, specifically the possible effects of using a non-standard variety of English spoken by the student or trainee, often known as 'dialect'. The term 'dialect' is often used as a blanket term denoting <i>any variety</i> of a given language that is associated with a specific region, ethnicity, or social status. More specific terms used in sociolinguistics are 'dialect' for regional varieties (Southern, Midwestern, Appalachian) and 'sociolect' for ethnic, cultural, and class-based varieties. Here, we examine how these varieties influence scientific communication (SciComm) in the academic research training environment as well as the related perceptions of both trainees and their mentors. As part of a larger study, we surveyed 124 mentor/trainee dyads over 4 time points; for the present analysis, we included only those dyads where trainees reported a language variety (n = 139 English speakers or bilingual, (n=16)) and related to perceived comfort within the research environment as reported by respondents endorsing a non-standard home variety of English compared to their counterparts. We found that those trainees raised speaking non-standard dialects or sociolects ('home dialect') were more likely to report discomfort in the research environment compared to their counterparts who were raised speaking Standard Academic English (SAE) (regardless of ethnicity or social class). The speakers of non-standard varieties were not necessarily using those varieties in the research environment. The number of trainees reporting discomfort was higher than the number of trainees identifying as belonging to a minority ethnic group or first-generation status. In the same study, we evaluated matched mentors' perceptions of trainee performance and motivation in SciComm activities and found that mentors (without knowing the trainee's self-reported dialect or sociolect) perceived higher barriers to mentoring non-standard variety speakers on 3 items. Given these preliminary findings, we suggest that language variety may play an important role in mentor-mentee interactions in the research environment and speculate that it could be a more sensitive indicator of trainee's perceived and actual discomfort in academia than race-ethnicity or first-generation status. We discuss implications for both mentors and trainees, as well as potential interventions.</p>","PeriodicalId":75273,"journal":{"name":"UI journal","volume":"9 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11661856/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142878696","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Validation of a Scale for Mentoring Practices Specific to Scientific Communication among Trainees.","authors":"HwaYoung Lee, Cheryl B Anderson, Jordan Trachtenberg, Shine Chang, Carrie Cameron","doi":"","DOIUrl":"","url":null,"abstract":"<p><p>Scientific communication skills are critical to success in research science. Mentoring trainees, from undergraduate to postdoctoral and even junior faculty levels, has become an important research focus for transferring these skills. Our group has developed the Mentoring Practices Scale to assess mentoring behaviors toward trainees in the domains of general research (technical career, psychosocial) and scientific communication (writing, oral presentations, impromptu speaking/conversations about science and research). However, this scale, especially the Mentoring Practices Scale in Scientific Communication (MPS-SciComm), has not been assessed in trainee samples to determine whether the scale is reliable and valid. The purpose of the current study was to test the three factors of the scientific communication component of the scale among doctoral and postdoctoral trainees. Confirmatory factor analyses were performed on data from two samples of trainees (N₁ = 510, and N₂ = 185), and results verified the 3-factor structure. The 12-item MPS-SciComm demonstrated good internal consistency for each factor in both trainee samples. Scores were positively correlated with the variables <i>self-efficacy</i> and <i>outcome expectations for scientific communication</i>, as defined in social cognitive career theory, which have been predictive of trainees' research career intentions. Our findings suggest that the MPS-SciComm is a useful, reliable, and valid tool for measuring trainee perceptions of mentoring behaviors in scientific communication.</p>","PeriodicalId":75273,"journal":{"name":"UI journal","volume":"9 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11684759/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142908036","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Promoting STEM Trainee Research Self-Efficacy: A Mentor Training Intervention.","authors":"Amanda R Butz,&nbsp;Angela Byars-Winston,&nbsp;Patrice Leverett,&nbsp;Janet Branchaw,&nbsp;Christine Pfund","doi":"","DOIUrl":"","url":null,"abstract":"<p><p>Self-efficacy, or an individual's belief in his or her ability to successfully complete a given task, is a significant predictor of outcome expectations, interests, career aspirations, and persistence among undergraduate students in STEM fields. Despite the central role that efficacy beliefs play in STEM career choice and persistence, few training opportunities have used theoretical models like social cognitive career theory (SCCT) to help mentors learn how to support trainee research self-efficacy. To address this gap, a mentor training intervention was developed to translate the research and theory behind self-efficacy and into the practice of mentoring in STEM. Evaluation data from mentors who participated in (<i>N</i> = 166) and facilitators who implemented (<i>N</i> = 7) a training based on SCCT were used to assess the effectiveness of such an intervention. Mentors reported high satisfaction and significant retrospective skill gains related to promoting trainee research self-efficacy. Mentors also reported changes that they intended to make in their mentoring. Facilitators with varying levels of familiarity with self-efficacy were able to implement the module effectively and provided additional suggestions for further improvement of the training.</p>","PeriodicalId":75273,"journal":{"name":"UI journal","volume":"9 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10327546/pdf/nihms-1880468.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9814127","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Student Affect During an HBCU Summer Research Program.","authors":"Avis D Jackson, Eric Pickering Boorman, Farin Kamangar, Christine F Hohmann","doi":"","DOIUrl":"","url":null,"abstract":"<p><p>The popularity and effectiveness of intensive summer research programs to increase student self-efficacy is known. The Summer Research Institute (SRI) training experience, as part of undergraduate student training in Morgan State University's NIH BUILD program, uses an entrepreneurial approach to prepare students for careers in health-related research. Bandura's self-efficacy theory's (1977) four antecedents are represented in the SRI curriculum, which provides multiple opportunities for mastery experiences and for moments of roused feelings. These occurrences are accompanied by extensive multilayered mentoring, where the mentors provide verbal encouragement, and facilitate various modes of academic, psychosocial and institutional support. To our knowledge, student affect over time has not been tested to assess impact or program effectiveness in a summer research training program. This study is based on the qualitative assessment of bi-weekly journals of 28 students in the SRI. The practice of students consistently writing journals is aligned with the scaffolded knowledge integration framework proposed by Linn (1995). The journals were reviewed for their cumulative affective content and change over time. The students responded as expected with positive and negative affect throughout the program and ended with overwhelmingly positive affect with their concluding presentations. Using Linguistic Inquiry Word Count (LIWC), a text analysis program, we matched the fluctuations in affect to activities during the program and interpreted the changes for program assessment. This type of analysis opens a window into student affective responses to training components that, to our knowledge, have not been widely used for research training programs of this kind.</p>","PeriodicalId":75273,"journal":{"name":"UI journal","volume":"9 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6860976/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141285552","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}