研究生助教在在线生物入门 CURE 中的指导信念和实践:一项探索性研究。

IF 1.6 Q2 EDUCATION, SCIENTIFIC DISCIPLINES
Karen A Santillan,Andrea M Rediske,Jeffrey T Olimpo
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引用次数: 0

摘要

以课程为基础的本科生研究经历(CUREs)被认为是让大量学生参与生物科学领域以发现为基础的研究的一种很有前途的方法。随着 CUREs 在全国范围内的普及,研究生助教(TAs)在促进这些课程中的作用也在同步增长。以往的研究表明,教育者(包括助教)除了担任 CUREs 的指导教师外,还必须扮演其他角色,包括导师的角色。然而,很少有研究明确考察了团结与种族平等教育助教在导师制方面的信念和实践。为了满足这一需求,我们开展了一项探索性、并行混合方法研究,以更好地了解助教自我报告的指导技能水平,以及他们在在线生物入门 SEA-PHAGES CURE 中担任潜在指导者的经历。结果表明,助教(N = 12)认为自己在倾听与交流、与学生建立融洽关系以及鼓励学生独立完成研究项目等方面的技能最为娴熟。对开放式调查数据的分析进一步表明,绝大多数助教(n = 10)认为自己是导师,并列举了各种理由,反映了指导支持的社会心理和工具形式。总之,这些成果为越来越多关于助教在团结与种族平等委员会学习环境中的参与性质和程度的文献做出了贡献,尤其是关于助教作为导师的假设角色。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Graduate teaching assistants' beliefs and practices regarding mentoring in the context of an online introductory biology CURE: an exploratory study.
Course-based undergraduate research experiences (CUREs) have been identified as a promising approach to engage large numbers of students in discovery-based investigations in the biological sciences. As the prevalence of CUREs continues to increase nationwide, the role of graduate teaching assistants (TAs) in facilitating these courses has simultaneously grown. In addition to serving as instructors of CUREs, previous research suggests that educators-including TAs-must also adopt additional roles, including that of a mentor. However, few studies have explicitly examined CURE TAs' beliefs and practices regarding mentorship. To address this need, we conducted an exploratory, concurrent mixed methods study to better understand TAs' self-reported mentoring skills levels and their experiences acting as potential mentors in the context of an online introductory biology SEA-PHAGES CURE. Results indicate that TAs (N = 12) believed themselves most skilled in areas related to listening and communication, building rapport with students, and encouraging independence with respect to student research projects. Analysis of open-ended survey data further demonstrated that the overwhelming majority of TAs (n = 10) considered themselves to be mentors, citing a diversity of rationales reflective of both psychosocial and instrumental forms of mentoring support. Collectively, these outcomes contribute to a growing body of literature on the nature and level of involvement of TAs within CURE learning environments, particularly with respect to their posited role as mentors.
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来源期刊
Journal of Microbiology & Biology Education
Journal of Microbiology & Biology Education EDUCATION, SCIENTIFIC DISCIPLINES-
CiteScore
3.00
自引率
26.30%
发文量
95
审稿时长
22 weeks
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