| Autor: |
Wilton M; Department of Molecular, Cellular, and Developmental Biology and., Katz D; Gevirtz Graduate School of Education, University of California, Santa Barbara, CA 93106., Clairmont A; Gevirtz Graduate School of Education, University of California, Santa Barbara, CA 93106., Gonzalez-Nino E; Department of Molecular, Cellular, and Developmental Biology and., Foltz KR; Department of Molecular, Cellular, and Developmental Biology and., Christoffersen RE; Department of Molecular, Cellular, and Developmental Biology and. |
| Jazyk: |
angličtina |
| Zdroj: |
CBE life sciences education [CBE Life Sci Educ] 2021 Dec; Vol. 20 (4), pp. ar63. |
| DOI: |
10.1187/cbe.21-02-0039 |
| Abstrakt: |
We examine the impact of Bio logy M entoring and E ngagement (BIOME) near-peer mentorship on 437 first-year undergraduate students over three cohort years. The BIOME course consists of ten, 50-minute meetings where groups of six first-year mentees meet with an upper-division student mentor to discuss topics including metacognition, growth mindset, and effective study strategies. We employed a mixed-methods approach to evaluate the impact of BIOME on mentee academic outcomes. Initial ethnographic analysis revealed that BIOME influenced student study methods, approaches to academic challenges, and use of campus learning communities. We then constructed a novel, program-specific instrument to measure the implementation of these habits, a construct we named "academic habit complexity." Regression analysis supported the hypothesis that enrollment in BIOME leads to students using more diverse approaches than their peers. Enrollment in BIOME, and the associated development of academic habit complexity, is related to higher course grades in General Chemistry, a biology major prerequisite. Finally, students participating in BIOME demonstrated improved short-term student retention as measured by increased enrollment in the subsequent prerequisite General Chemistry course. These results suggest that course-based near-peer mentorship may be an effective and scalable approach that can promote student academic success. |
| Databáze: |
MEDLINE |
| Externí odkaz: |
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