Designing for Self-Efficacy: E-Mentoring Training for White and BIPOC Women in STEM

Autor/inn/en	Gish-Lieberman, Jaclyn J.; Rockinson-Szapkiw, Amanda J.; Tawfik, Andrew A.; Theiling, Theresa M.
Titel	Designing for Self-Efficacy: E-Mentoring Training for White and BIPOC Women in STEM
Quelle	In: International Journal of Designs for Learning, 12 (2021) 3, S.71-85 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Gish-Lieberman, Jaclyn J.) ORCID (Tawfik, Andrew A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2159-449X
Schlagwörter	STEM Education; Peer Teaching; Mentors; White Students; Minority Group Students; African American Students; Indigenous Populations; Females; Black Colleges; Minority Serving Institutions; Electronic Learning; Educational Technology; Learning Modules; Asynchronous Communication; Self Efficacy; Womens Education; College Students; Training; Program Design; Video Technology; Computer Simulation; Tennessee (Memphis) + Suchen Sie Ihr Suchwort? STEM; Peer group teaching; Peer Group Teaching; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Sinti und Roma; Weibliches Geschlecht; Unterrichtsmedien; Learning module; Lernmodul; Self-efficacy; Selbstwirksamkeit; 'Women''s education'; Frauenbildung; Collegestudent; Ausbildung; Programme design; Programmaufbau; Programmplanung; Computergrafik; Computersimulation
Abstract	This design case describes the tensions and resolutions related to the iterative design of a virtual STEM peer mentoring program for White and Black, Indigenous, and People of Color (BIPOC) women in STEM study programs at Historically Black Colleges and Universities (HBCUs) and at Minority Serving Institutions (MSIs). Stakeholder feedback, along with a conceptual framework, including Tinto's Institutional Departure Model and Bandura's Theory of Self-Efficacy, guided the design work. The second iteration featured eight self-paced, eLearning modules designed to be completed as one per week in conjunction with asynchronous and synchronous communications with program peers and faculty facilitators. The design goals focused on the self-paced modules and resolved content presentation, case videos, practice, and reflection issues. The case highlights the intersection of new design elements with Bandura's (1977) four sources of self-efficacy: social persuasion, vicarious experiences, performance accomplishments, and psychological response. (As Provided).
Anmerkungen	Indiana University. 107 South Indiana Avenue, Bryan Hall 203B, Bloomington, IN 47405. Tel: 317-274-5647; Fax: 317-278-2360; e-mail: ijdl@indiana.edu; Web site: https://scholarworks.iu.edu/journals/index.php/ijdl
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01