Background
A growing part of the efforts to promote student engagement and success in undergraduate STEM are the family of Student Support and Outreach Programs (SSOPs), which task undergraduate students with providing support and mentoring to their peers and near-peers. Research has shown that these programs can provide a variety of benefits for the programs’ recipients, including increased academic achievement, satisfaction, retention, and entry into STEM careers. This paper extends this line of inquiry to investigate how participation in these programs impacts the undergraduate STEM students that provide the mentoring (defined here as undergraduate mentor-teachers or UMTs). We use activity theory to explore the nature of metacognition and identity development in UMTs engaged in two programs at a public urban-serving university in the western USA: a STEM Learning Assistant program and a program to organize middle and high school STEM clubs. Constructs of metacognition and identity development are seen as critical outcomes of experiential STEM inreach and outreach programs.

Results
Written reflections were collected throughout implementation of two experiential STEM inreach and outreach programs. A thematic analysis of the reflections revealed UMTs using metacognitive strategies including content reflection and reinforcement and goal setting for themselves and the students they were supporting. Participants also showed metacognitive awareness of the barriers and challenges related to their role in the program. In addition to these metacognitive processes, the UMTs developed their science identities by attaching different meanings to their role as a mentor in their respective programs and setting performance expectations for their roles. Performance expectations were contingent on pedagogical skills and the amount and type of content knowledge needed to effectively address student needs. The ability to meet students’ needs served to validate and verify UMTs’ role in the program, and ultimately their own science identities.

Conclusion
Findings from this study suggest that metacognitive and identity developments are outcomes shaped not only by undergraduate students’ experiences, but also by their perceptions of what it means to learn and teach STEM. Experiential STEM inreach and outreach programs with structured opportunities for guided and open reflections can contribute to building participants’ metacognition and enhancing their science identities.



中文翻译：

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本科生导师的科学认同与元认知发展

背景
学生支持和外展计划（SSOP）家族旨在促进学生在本科STEM中的参与和成功，其中越来越多的工作旨在让大学生向同伴和近邻提供支持和指导。研究表明，这些计划可以为计划的接受者带来各种好处，包括提高学业成绩，满意度，忠诚度和进入STEM职业。本文扩展了这一调查范围，以研究参与这些计划如何影响提供指导的本科STEM学生（此处定义为本科导师或UMT）。我们使用活动理论来探索在美国西部一所公立城市服务型大学从事两项计划的UMT中元认知和身份发展的性质：STEM学习助手计划和组织中学和高中STEM俱乐部的计划。元认知和身份发展的构建被视为体验性STEM扩展和扩展计划的关键成果。

结果
在实施两个经验丰富的STEM推广和推广计划的过程中，收集了书面反馈。对反思的主题分析显示，UMT使用元认知策略，包括 内容反思和强化 以及 为自己和所支持的学生 设定目标 。参与者还表现出对与他们在计划中的角色相关的 障碍和挑战的 元认知意识 。除了这些元认知过程外，UMT还通过在各自程序中 作为导师的角色 赋予不同的含义并设定 绩效期望 来发展其科学身份。 为他们的角色。表现期望取决于教学技巧以及有效满足学生需求所需的内容知识的数量和类型。满足学生需求的能力有助于 验证 和验证UMT在该计划中的作用，并最终验证其自身的科学身份。

结论
这项研究的结果表明，元认知和身份发展不仅取决于大学生的经历，而且还取决于他们对学习和教授STEM的理解。具有指导性和公开思考的结构化机会的经验性STEM接触和延伸计划可以有助于建立参与者的元认知和增强他们的科学身份。