By Lara LaDage, Lisa Emili, Leigh Ann Haefner
21世纪的工作场所需要能够处理复杂且通常是非结构化问题的人员, 高等教育必须采用教学法让学生做好满足这些需求的准备(Zimbardi和Myatt), 2014). 扩大研究经验的可及性和将研究嵌入课程是高影响力教育实践的例子(美国学院和大学协会), 2008) that can help develop the enhanced communication skills, scholarly writing abilities, organizational skills, 以及雇主所追求的批判性思维能力(参见Zimbardi和Myatt的评论), 2014; Jansen et al., 2015; Gilmore et al., 2015). 以充满活力和创新的方式让学生沉浸在研究经验中的机会,是超越传统课堂学习环境、进入现实世界创造的从事学术研究的有力工具. 学生们明白他们正在从事的项目具有可交付成果和成果,有助于在他们的领域内发现新的发现或创造性的作品. 重要的是, 有证据表明,尽早让本科生参与研究对于让更多的学生接触到他们所在领域专家的研究过程至关重要, encouraging exploration of various disciplinary topics and careers, and increasing student retention (Elgin, 2016). 另外, 研究发现,参与本科研究与更高的学士学位累积平均绩点相关, likelihood of graduation within five years, and entrance into graduate school (Gilmore et al., 2015; Carter et al., 2016).
本科生研究导师是本科生研究经历的重要组成部分, 研究一致表明,师徒关系对学生对其研究经历的感知产生了深远的影响.g.贝克等人. 2015). 虽然大多数关于本科生研究影响的研究都集中在学员的经历上, 一些研究探索了导师的经验,发现导师从指导本科生研究项目的过程中受益. 导师们报告说,指导本科生进行研究在专业和心理层面上都是令人满意的. Mentors understand that mentees can accelerate the mentor’s research productivity, a mentee’s achievements reflect positively on the mentor, and mentees represent a pool of potential collaborators (e.g.(布希,1985). Mentors also gain personal satisfaction from passing along knowledge, facilitating the professional development of their mentees, and increasing diversity, 股本, and inclusion in their field (e.g., Johnson, 2007; Baker et al., 2015).
本科生可以通过多种方式积极参与研究过程. Three common approaches are apprenticeships, collaborative team-based projects, and course-based learning.
学徒制
学徒制 are one-on-one faculty mentoring relationships where a student or several 学生 work on a research project with one mentor; the mentor assists 学生 in all phases of the research process. If the project is longitudinal in nature, 学生 may also act as mentors to 学生 new to the research.
Collaborative Team-based Projects
Collaborative team-based projects tend to be composed of mentors, 学生, and researchers outside academia or at different institutions, and 学生 gain similar skills as in apprenticeships. 然而, 学生 also gain experience in professionalism, 持久性, 和足智多谋, networking within professional organizations, and leading and working within groups (Jansen et al., 2015; Gilmore et al., 2015).
Course-based Undergraduate 研究 Experiences
Course-based undergraduate research experiences (CUREs [LLD1])是嵌入在课程中的研究机会. 有限数量的学徒和团队项目的竞争将许多学生排除在外, including those who lack social capital, those with little knowledge of career structures, 以及那些在传统学术课程中表现不佳的学生(埃尔金等人)., 2016). 因此, 除了课外或独立的研究项目提供给那些积极寻求他们, 必须在课程中嵌入研究经验的机会(津巴迪和迈亚特), 2014). 获得本科研究经验应该是教学上的必要条件,而不是少数学生的特权(委员会), 2012). If experiences are well-constructed and well-mentored, 将研究经验融入传统课程,为学生提供了学徒制的许多好处(津巴迪和迈亚特), 2014). 这对于那些可能没有优先考虑或没有时间进行本科研究机会的学生来说尤其有益, 从而在更广泛的研究社区中增加公平和包容(Bangerra和Brownell), 2014).
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