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
{"title":"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。","authors":"Karen A Santillan,Andrea M Rediske,Jeffrey T Olimpo","doi":"10.1128/jmbe.00150-24","DOIUrl":null,"url":null,"abstract":"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.","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":"47 1","pages":"e0015024"},"PeriodicalIF":1.6000,"publicationDate":"2024-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Graduate teaching assistants' beliefs and practices regarding mentoring in the context of an online introductory biology CURE: an exploratory study.\",\"authors\":\"Karen A Santillan,Andrea M Rediske,Jeffrey T Olimpo\",\"doi\":\"10.1128/jmbe.00150-24\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"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.\",\"PeriodicalId\":46416,\"journal\":{\"name\":\"Journal of Microbiology & Biology Education\",\"volume\":\"47 1\",\"pages\":\"e0015024\"},\"PeriodicalIF\":1.6000,\"publicationDate\":\"2024-09-13\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Microbiology & Biology Education\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1128/jmbe.00150-24\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION, SCIENTIFIC DISCIPLINES\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Microbiology & Biology Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1128/jmbe.00150-24","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION, SCIENTIFIC DISCIPLINES","Score":null,"Total":0}
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.
求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
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
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信