Pathways to Undergraduate Research Experiences: a Multi-Institutional Study     

Duhita Mahatmya  Janet Morrison  Rebecca M. Jones  Pamela W. Garner  Shannon N. Davis  Jill Manske  Nancy Berner  Ann Johnson  Jayna Ditty 《Innovative Higher Education》2017,42(5-6):491-504

The positive impact of undergraduate research experiences on students’ post-secondary success is well-documented. However, these conclusions are drawn from undergraduate students who already participate; very little research has explored the pathways by which students enter these experiences. Using data from a multi-institutional survey, we examined students’ reasons for participating and differences across institutions and demographic groups. Overall, students cited social and experiential reasons as key motivators for participation and a perceived lack of research readiness as a key barrier. Differences were also found across academic year. Implications from this study address issues of access, preparation, and institutional policies around undergraduate research.  相似文献   

Associations of Preschool Type and Teacher–Child Relational Quality With Young Children's Social-Emotional Competence     

Pamela W. Garner  Duhita Mahatmya  Laurence Kimberly Moses  Elizabeth N. Bolt 《Early education and development》2014,25(3):399-420

Research Findings: This study examined associations of preschool type (i.e., urban and suburban Head Start and university-affiliated center) and teacher–child variables with positive and negative child outcomes among 145 preschoolers (74 boys). Differences emerged across preschools, with urban Head Start children scoring lowest on the emotional competence measures and university-affiliated preschoolers experiencing less peer victimization than urban and suburban Head Start preschoolers. Differences across preschool types were also found for the teacher–child variables, such that teacher–child closeness was lower and teacher–child conflict and dependence were highest in the urban Head Start preschool. Regression analyses revealed significant and meaningful interactions between preschool type and teacher–child relational quality in the prediction of children's social-emotional outcomes. Teacher–child conflict was negatively associated with emotion regulation and teacher–child dependence was associated with the highest levels of emotion regulation, but only for university-affiliated preschoolers. Suburban Head Start preschoolers experienced less prosocial attention than urban Head Start preschoolers, but only when teacher–child closeness was high. Teacher–child closeness was also a negative predictor of urban Head Start preschoolers’ prosocial attention. Practice or Policy: Results point to the importance of understanding the role of teacher–child relational quality in the social-emotional development of children exposed to different preschool and environmental contexts.  相似文献   

Mentoring Undergraduate Scholars: A Pathway to Interdisciplinary Research?     

Shannon N. Davis  Duhita Mahatmya  Pamela W. Garner  Rebecca M. Jones 《Mentoring & Tutoring: Partnership in Learning》2015,23(5):427-440

Interdisciplinary research is a valuable approach to addressing complex real-world problems. However, undergraduate research mentoring is discussed as an activity that happens in disciplinary silos where the mentor and student scholar share a disciplinary background. By transcending traditional academic divisions, we argue that mentors can train a new generation of scholars who think innovatively and create integrative research questions. We examined a sample of undergraduate students and their faculty mentors to determine the extent to which interdisciplinary research teams exist at George Mason University. Results indicated that interdisciplinary research teams are rare and faculty rank was their main predictor. University administrations can make specific choices regarding recognition and support for interdisciplinary undergraduate research mentoring that also advance institutional mission and values.  相似文献   

The role of perceived support and local culture in undergraduate research mentoring by underrepresented minority faculty members: findings from a multi-institutional research collaboration     

Shannon N. Davis  Pamela W. Garner  Rebecca M. Jones  Duhita Mahatmya 《Mentoring & Tutoring: Partnership in Learning》2020,28(2):176-188

ABSTRACT

Undergraduate research is value-added experiential learning that cultivates creative and intentional learners in and out of the classroom. However, only recently have researchers begun investigating the mechanisms related to mentoring undergraduate researchers, with scant attention being paid to the experiences of underrepresented minority (URM) faculty members. Using unique data collected from an online survey of faculty members (overall N = 215, URM n = 25), we find departmental and institutional support to be the key factors correlated with mentoring undergraduate research students. Reported support is more influential for URM faculty than white faculty, providing evidence of the importance of institutional policy as a mechanism to facilitate URM faculty participation in the high impact practice of mentoring undergraduate researchers. The findings are discussed in the context of institutional initiatives designed to support student and faculty success in the 21st century.  相似文献   

Promoting Desirable Outcomes Among Culturally and Ethnically Diverse Children in Social Emotional Learning Programs: a Multilevel Heuristic Model     

Pamela W. Garner  Duhita Mahatmya  Elizabeth L. Brown  Colleen K. Vesely 《Educational Psychology Review》2014,26(1):165-189

The primary goal of this article is to situate the findings from evidence-based studies of social emotional learning (SEL) interventions into a broader social context by reframing the discussion to consider how aspects of sociocultural competence impact the development and delivery of programs. The limitations of current SEL intervention efforts are discussed and a multilevel heuristic model that identifies and defines the theoretical constructs that we believe are culturally bound and associated with the content, implementation, and evaluation components of SEL intervention programs is presented. We point out constraints associated with this effort and offer specific strategies and activities by which school personnel involved in these activities can be encouraged to embrace socioculturally based SEL practices in their classrooms and offer guidance for future research.  相似文献