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首页> 外文期刊>International Journal of STEM Education >How do undergraduate STEM mentors reflect upon their mentoring experiences in an outreach program engaging K-8 youth?
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How do undergraduate STEM mentors reflect upon their mentoring experiences in an outreach program engaging K-8 youth?

机译：本科STEM导师如何在K-8青年参与的外展计划中反思他们的导师经历？

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Abstract Background Many university students are becoming involved in mentoring programs, yet few studies describe the impact of mentoring on the mentor. Additionally, many studies report that students graduating from college are not prepared to enter the workforce in terms of key career skills and/or content knowledge. Herein, we examine the impact of our program, NE STEM 4U (Nebraska Science, Technology, Engineering and Math for You), in which undergraduate (UG) mentors engage K-8 youth in after-school STEM experiments. The UGs reflected upon their experiences using post-mentoring evaluations, 12- and 24-week interviews, and exit surveys. Many of the questions asked of the mentors related directly to their own professional development, such as self-evaluation of communication, organization, and problem-solving skills, while other questions related to content knowledge and reflection. Results Post-mentoring, UGs reflected on the delivery/teaching significantly more ( p ?≤?0.001 for each) than other variables (i.e., their own content knowledge gains, the students’ content knowledge gains, scaffolding the lessons, or overall professional growth). By analyzing the evaluations and interviews together, some significant, self-reported gains emerged. For example, 94.15% of the UG reported that the experience was beneficial to their education. Additionally, UG mentors self-reported significant gains ( p ?≤?0.01 for each) moving from 12- to 24-weeks in the program in the categories of organization, STEM content knowledge, preparedness to teach, and engagement in the program. However, UG did not report significant gains in dependability. Importantly, when mentors ranked themselves at 24-weeks, they were blinded to (unaware of) the ranking they gave themselves at 12-weeks. Conclusions This study helps to fill a gap in the literature by providing insight into the gains UG mentors report attaining after mentoring to K-8 students. These data suggest that participation by UGs in this program promoted self-reflection as well as self-reported gains related to career preparedness and STEM content knowledge.
机译：摘要背景许多大学生正在参与指导计划，但很少有研究描述指导对指导者的影响。另外，许多研究报告说，大学毕业的学生在关键职业技能和/或内容知识方面没有做好进入劳动力市场的准备。在这里，我们研究了NE STEM 4U（内布拉斯加州科学，技术，工程和数学）课程的影响，其中本科生（UG）导师邀请K-8青年参加课后STEM实验。 UG使用指导后评估，12周和24周访谈以及退出调查来反映他们的经验。导师提出的许多问题直接关系到他们自己的专业发展，例如沟通，组织和解决问题的能力的自我评估，而其他问题则与内容知识和反思有关。结果指导后，UGs在交付/教学上的反映比其他变量（即，他们自己的内容知识获取，学生的内容知识获取，脚手架课程或整体专业发展）明显更多（每个p≤0.001） ）。通过一起分析评估和访谈，出现了一些重大的自我报告的收获。例如，UG的94.15％报告说，这种经历对他们的教育有益。此外，UG导师在组织，STEM内容知识，教学准备和参与计划等类别中自我报告了从计划的12周到24周的显着收益（每个p≤0.01）。但是，UG没有报告可靠性方面的重大进步。重要的是，当导师将自己排在第24周时，他们对（自己不知道）他们在12周时给出的排名视而不见。结论本研究通过深入了解UG导师报告给K-8学生的指导后所获得的收益，有助于填补文献中的空白。这些数据表明，UG参与该计划可以促进自我反思以及自我报告的与职业准备和STEM内容知识有关的收益。

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