吸引社会情感激励因素来改善助学金写作体验:教学科学写作的一个工作坊模型
Courtney Peña1, Miroslav Suzara1,2, Crystal Botham1,3
1Biosciences Grant Writing Academy, Stanford University, Stanford, California, USA.
Journal of microbiology & biology education
|June 4, 2025
概括
本研究介绍了一场以社会情感学习 (SEL) 为基础的研讨会,以帮助新兴科学家发展与赠款撰写的积极关联. 干预将态度从以挑战为中心转变为以过程为中心,帮助职业发展.
科学领域:
- 科学职业发展科学职业发展
- 研究资助研究资助
- 写作技巧 写作技巧
背景情况:
- 赠款写作对于科学家的独立研究事业至关重要.
- 许多科学家经历负面情绪 (压力,拒绝的恐惧) 与资助书写相关.
- 现有的方法往往无法解决有效授予书面的情感和心理障碍.
研究的目的:
- 为新兴科学家引入一项新的社会情绪学习 (SEL) 相关的研讨会干预.
- 为了促进与赠款撰写过程更积极的关联.
- 为克服常见的拨款撰写挑战提供实用策略.
主要方法:
- 开发和实施一个为期1小时的SEL知情研讨会和附带的手册.
- 利用SEL的激励因素,如科学认同,目标意识和社区.
- 调查前后分析,以评估对赠款写作态度的变化.
主要成果:
- 研讨会显示了参与者的态度发生了重大转变.
- 参与者从负面的/以挑战为中心的看法转变为积极的/以过程为中心的看法.
- 干预有效地解决了资助撰稿人面临的共同挑战.
结论:
- 基于SEL的干预措施可以成功地重塑科学家们对赠款撰写的看法.
- 这次研讨会提供了一种可扩展和有效的方法,以改善科学家的资助撰写经验.
- 研究开发专业人员和教育工作者可以利用这种干预来支持新兴科学家.
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