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首页> 外文期刊>CBE Life Sciences Education >A Comparison of Internal Dispositions and Career Trajectories after Collaborative versus Apprenticed Research Experiences for Undergraduates
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A Comparison of Internal Dispositions and Career Trajectories after Collaborative versus Apprenticed Research Experiences for Undergraduates

机译：大学生协作学习与学历学习后的内部倾向和职业轨迹的比较

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Undergraduate research experiences confer benefits on students bound for science, technology, engineering, and mathematics (STEM) careers, but the low number of research professionals available to serve as mentors often limits access to research. Within the context of our summer research program (BRAIN), we tested the hypothesis that a team-based collaborative learning model (CLM) produces student outcomes at least as positive as a traditional apprenticeship model (AM). Through stratified, random assignment to conditions, CLM students were designated to work together in a teaching laboratory to conduct research according to a defined curriculum led by several instructors, whereas AM students were paired with mentors in active research groups. We used pre-, mid-, and postprogram surveys to measure internal dispositions reported to predict progress toward STEM careers, such as scientific research self-efficacy, science identity, science anxiety, and commitment to a science career. We are also tracking long-term retention in science-related career paths. For both short- and longer-term outcomes, the two program formats produced similar benefits, supporting our hypothesis that the CLM provides positive outcomes while conserving resources, such as faculty mentors. We discuss this method in comparison with course-based undergraduate research and recommend its expansion to institutional settings in which mentor resources are scarce.
机译：本科生的研究经历为从事科学，技术，工程和数学（STEM）职业的学生带来了好处，但是可充当导师的研究专业人员数量很少，这通常会限制研究的机会。在我们的暑期研究计划（BRAIN）的背景下，我们测试了以下假设：基于团队的协作学习模型（CLM）产生的学生成绩至少与传统学徒模型（AM）一样积极。通过分层，随机分配条件，CLM学生被指定在一个教学实验室中共同工作，根据由数名教师指导的既定课程进行研究，而AM学生则与活跃研究小组中的导师配对。我们使用程序前，程序中和程序后调查来衡量报告的内部倾向，以预测STEM职业的进展，例如科研自我效能，科学身份，科学焦虑和对科学职业的承诺。我们还在跟踪与科学相关的职业道路的长期保留。对于短期和长期结果，两种计划格式都产生了相似的收益，这支持了我们的假设，即CLM在提供积极成果的同时节省了资源，例如教师。我们将这种方法与基于课程的本科生研究进行比较，并建议将其扩展到缺乏导师资源的机构环境。

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