I-Corps L: A Commercial Approach to Distribute Fused Research-Mentoring Modules

I-Corps L：分发融合研究指导模块的商业方法

• 批准号: 1547417
• 负责人: Karen Burg
• 金额: $ 5万
• 依托单位: Kansas State University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2015
• 资助国家: 美国
• 起止时间: 2015-08-15 至 2016-07-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1547417&HistoricalAwards=false
• 关键词: Corps; Commercial; Approach; Distribute; Fused

Through the NSF Innovation Corps for Learning Program, (I-Corps L), this project will develop ways to achieve more widespread use of effective methods for helping undergraduate students and faculty gain greater benefits from undergraduate research experiences. Collaborating with faculty on research can be transformative experiences for undergraduate students. Research participation can increase students' confidence and enthusiasm leading to improved academic performance and stronger career focus. Working with faculty on research also helps students create credentials for future research and professional opportunities. Some work also indicates that, for undergraduates, the personal connections with faculty and graduate students are more important than the actual research content. The quality of faculty mentoring has a significant influence on the benefits of research participation for the student. However few faculty are able to develop optimally effective mentoring practices on their own. This project will use a set of effective practices about mentoring and have been developed to help undergraduate students and the faculty with whom they will collaborate. Topics address issues of recruiting, training, and communication. The program is a series of units, for use by both the mentor and mentee, that explain core topics and help build the type effective mentor-mentee relationship essential to achieving the greatest benefit to the student for undergraduate research. This I-Corps for Learning project will develop approaches to enable this mentor-mentee training program to be easily implemented across a wide spectrum of undergraduate institutions across the United States.Relationships that undergraduate students in Science, Technology, Engineering, and Mathematics cultivate with a research mentor have the potential to be among the most formative and influential relationships of their lives. It is known that a students' educational and career persistence is empowered by confidence and critical thinking skills gained during hands-on experiences. Research mentors are a key to bolstering a mentee's confidence and developing that mentee's critical thinking skills. Immersive formal research programs, such as the NSF's Research Experience for Undergraduates, are high-quality learning experiences that combine research and career development activities in group settings. Universities may also have their own formal research programs that also facilitate hands-on lab experience. The mentoring experience (faculty member/undergraduate student, graduate student/undergraduate student) can vary widely in quality and there is a concern that research mentees often do not receive the quality of holistic mentoring that is possible. This can be attributed to mentors not having access to, or knowledge of, educational materials and a lack of time for mentors to develop and assess their own program. By increasing the widespread implementation of effective mentoring practices, this project will help to improve the effectiveness of student-faculty research collaborations throughout STEM education.

通过NSF的学习计划（I-Corps L），该项目将开发出更广泛地利用有效方法来帮助本科生和教师从本科研究经验中获得更大收益的方法。 与教师合作研究可能是本科生的变革经历。研究参与可以提高学生的信心和热情，从而提高学业成绩和更强的职业重点。与研究教师合作还有助于学生为未来的研究和专业机会创造证书。 一些工作还表明，对于大学生来说，与教职员工的个人联系比实际的研究内容更为重要。教师指导的质量对学生的研究参与的好处有重大影响。 但是，很少有教师能够自己发展出最佳有效的指导实践。 该项目将使用有关指导的一系列有效实践，并已开发以帮助本科生和与他们合作的教师。主题涉及招聘，培训和沟通的问题。 该计划是一系列单位，供导师和受训者使用，它们可以解释核心主题，并有助于建立有效的导师委员会关系，这对于为学生提供最大的利益来获得本科生研究至关重要。这个用于学习项目的I-Corps将开发方法，使该指导者培训计划能够轻松地在整个美国的各种本科机构中实施。与科学，技术，工程学和数学在研究中培养的研究生有关研究指导的研究生具有最大的形成性和影响力的生活关系中的关系。众所周知，学生的教育和职业毅力是由动手实践经验中获得的自信和批判性思维技巧所赋予的。研究导师是增强受训者的信心并发展该受训者的批判性思维能力的关键。身临其境的正式研究计划，例如NSF的本科生研究经验，是将研究和职业发展活动结合在小组环境中的高质量学习经验。大学也可能有自己的正式研究计划，也可以促进实验室实验室的经验。指导经验（教职员工/本科生，研究生/本科生）的质量差异很大，并且有人担心研究受训者通常不会获得可能的整体指导质量。这可以归因于导师无法获得教育材料或知识，并且缺乏导师开发和评估自己计划的时间。通过增加有效指导实践的广泛实施，该项目将有助于提高整个STEM教育的学生 - 教师研究合作的有效性。