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Universities have been expanding undergraduate data science programs. Involving graduate students in these new opportunities can foster their growth as data science educators. We describe two programs that employ a near-peer mentoring structure, in which graduate students mentor undergraduates, to (a) strengthen their teaching and mentoring skills and (b) provide research and learning experiences for undergraduates from diverse backgrounds. In the Data Science for Social Good program, undergraduate participants work in teams to tackle a data science project with social impact. Graduate mentors guide project work and provide just-in-time teaching and feedback. The Stanford Mentoring in Data Science course offers training in effective and inclusive mentorship strategies. In an experiential learning framework, enrolled graduate students are paired with undergraduate students from non-R1 schools, whom they mentor through weekly one-on-one remote meetings. In end-of-program surveys, mentors reported growth through both programs. Drawing from these experiences, we developed a self-paced mentor training guide, which engages teaching, mentoring and project management abilities. These initiatives and the shared materials can serve as prototypes of future programs that cultivate mutual growth of both undergraduate and graduate students in a high-touch, inclusive, and encouraging environment.
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Building a More Inclusive and Impactful Marine STEM Undergraduate Research Experience: The Marine Science Laboratory Alliance Center of Excellence for Broadening Participation
Mote Marine Laboratory serves as the lead institution on the National Science Foundation funded Louis Stokes Alliance for Minority Participation: Marine Science Laboratory Alliance Center of Excellence (MarSci-LACE). The goal of this innovative Center of Excellence is to understand the impact of marine STEM undergraduate research experiences, specifically those conducted at non-academic, independent research institutions. The Center considers not only undergraduate students’ learning but also psychosocial factors, career aspirations, the impacts of the approaches and perspectives of mentors, institutional support of student learning, and mentor skill development. Through this project, a number of resources have been developed, including the MarSci-LACE Mentor Development Workshop, an Intern Resource Guide and website, a Mentor Resource Guide, and intern recruitment materials.
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- Award ID(s):
- 1922351
- PAR ID:
- 10529566
- Publisher / Repository:
- Oceanography
- Date Published:
- Journal Name:
- Oceanography
- Volume:
- 36
- Issue:
- 4
- ISSN:
- 1042-8275
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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- Free Publicly Accessible Full Text
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Accepted Manuscript1.0
- Journal Article:
- https://doi.org/10.5670/oceanog.2024.123
