构建参与的导师:检查构建领导的导师培训的有效性
Heather E McCreath1, M Kevin Eagan1, Nicole M G Maccalla1
1University of California, Los Angeles.
概括
在科学,技术,工程,数学和医学 (STEMM) 课程的本科导师培训显著提高了教师与导师的参与度和信心. 这一发现凸显了结构化培训在研究新兴机构有效指导的价值.
科学领域:
- 生物医学科学 生物医学科学
- 高等教育 高等教育
- 在STEMM中提供指导.
背景情况:
- 导师在科学,技术,工程,数学和医学 (STEMM) 中至关重要.
- 新兴的研究机构在支持STEMM指导方面面临着独特的挑战.
- 建设基础设施导致多样性 (BUILD) 倡议旨在增强STEMM的多样性.
研究的目的:
- 研究生物医学科学课程中的本科导师培训的有效性.
- 评估NIH资助的BUILD倡议的导师培训对教师的影响.
- 为了比较BUILD培训的教师和他们的非培训的同事之间的结果.
主要方法:
- 准实验性的研究设计.
- 利用了高等教育研究院教师调查 (2016-17年和2019-20年) 的数据.
- 员工横截面比较和倾向得分匹配用于纵向分析.
主要成果:
- 与非受过培训的教师相比,受过BUILD培训的教师报告与受教者有更高的参与度.
- 纵向分析显示,随着时间的推移,BUILD培训的教师的指导信心和参与度增加了.
- 倾向性得分匹配证实了BUILD导师培训的积极影响.
结论:
- 建设导师培训表明本科生导师的积极结果.
- 培训提高了教师导师的信心和参与度.
- 这些发现支持在研究新兴机构实施结构化导师培训计划.
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