因此,我们找到了一种方法:“改变模式如何影响副学士学位学生长达一年的辅导研究经验。

IF 4.6 2区 教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES
Ron Nerio, Veer Shetty, Effie MacLachlan
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引用次数: 0

摘要

自2014年以来,纽约市立大学研究学者计划(CRSP)为1678名STEM副学士学生提供了长达一年的指导研究经验。许多(32%)导师都是全职教师,他们都是生物学家。其他代表性学科包括但不限于化学、工程、数学、环境科学、语言学和心理学。研究经历发生在纽约城市大学系统内所有10所授予副学士学位的学院。我们之前的评估表明,CRSP学生比匹配样本中的同龄人更有可能继续参加STEM项目、毕业、转到研究密集型机构,并在大学中表现出更强的归属感。新冠肺炎疫情对该项目提出了挑战,大学关闭了实验室和其他设施。一些导师担心,在这样的条件下,基于实验室的研究体验是不可能的。然而,第一个全年的疫情队列展示了该项目及其参与者的韧性。为了评估CRSP的持续影响及其如何使用新模式进行调整,我们采访了大学校长,调查了学生和导师,并与导师举行了焦点小组讨论。导演们描述了他们的学院如何适应保留该项目的所有灾前组成部分。导师们详细介绍了他们以虚拟和其他形式让学生参与真实研究体验的策略。学生们报告说,除了科学和技术技能外,该项目加深了他们的自信心,并为他们转入学士学位课程做好了准备。我们的研究结果表明,如何利用虚拟平台为副学士学生保留本科生研究体验中最有益的方面。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
"So, We Found a Way:" How Changing Modalities Affected a Year-Long Mentored Research Experience for Associate's Degree Students.

The CUNY Research Scholars Program (CRSP) has provided year-long mentored research experiences for 1678 associate's degree STEM students since 2014. The pluralities (32%) of mentors, all of whom are full-time faculty, have been biologists. Other represented disciplines include, but are not limited to, chemistry, engineering, mathematics, environmental science, linguistics, and psychology. The research experiences take place at all 10 associate's degree-granting colleges within the City University of New York system. Our previous assessment demonstrated that CRSP students are significantly more likely than their counterparts in a matched sample to remain in STEM programs, graduate, transfer to research intensive institutions, and report a stronger sense of belonging in college. The Covid-19 pandemic challenged the program, as colleges shuttered laboratories and other facilities. Some mentors worried that lab-based research experiences would not be possible under such conditions. The first full-year pandemic cohort, however, demonstrated the resilience of the program and its participants. To assess the ongoing impact of CRSP and how it adapted using new modalities, we interviewed college-based directors, surveyed students and mentors, and held focus groups with mentors. Directors described how their colleges adapted to preserve all prepandemic components of the program. Mentors detailed their strategies for engaging students in authentic research experiences in virtual and other formats. Students reported that, along with scientific and technical skills, the program deepened their self-confidence and prepared them for transfer to baccalaureate programs. Our findings show how virtual platforms can be utilized to preserve the most beneficial aspects of undergraduate research experiences for associate's degree students.

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来源期刊
Cbe-Life Sciences Education
Cbe-Life Sciences Education EDUCATION, SCIENTIFIC DISCIPLINES-
CiteScore
6.50
自引率
13.50%
发文量
100
审稿时长
>12 weeks
期刊介绍: CBE—Life Sciences Education (LSE), a free, online quarterly journal, is published by the American Society for Cell Biology (ASCB). The journal was launched in spring 2002 as Cell Biology Education—A Journal of Life Science Education. The ASCB changed the name of the journal in spring 2006 to better reflect the breadth of its readership and the scope of its submissions. LSE publishes peer-reviewed articles on life science education at the K–12, undergraduate, and graduate levels. The ASCB believes that learning in biology encompasses diverse fields, including math, chemistry, physics, engineering, computer science, and the interdisciplinary intersections of biology with these fields. Within biology, LSE focuses on how students are introduced to the study of life sciences, as well as approaches in cell biology, developmental biology, neuroscience, biochemistry, molecular biology, genetics, genomics, bioinformatics, and proteomics.
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