Research Capacity Building: A Historically Black College/University-Based Case Study of a Peer-to-Peer Mentor Research Team Model

Autor/inn/en	Moore, Corey L.; Manyibe, Edward O.; Aref, Fariborz; Washington, Andre L.
Titel	Research Capacity Building: A Historically Black College/University-Based Case Study of a Peer-to-Peer Mentor Research Team Model
Quelle	In: Rehabilitation Research, Policy, and Education, 31 (2017) 3, S.283-308 (26 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2168-6653
Schlagwörter	Peer Teaching; Mentors; Black Colleges; College Faculty; Mixed Methods Research; Online Surveys; Interviews; Research Skills; Teamwork; Change; Self Efficacy; Fellowships; Interpersonal Relationship; Grantsmanship + Suchen Sie Ihr Suchwort? Peer group teaching; Peer Group Teaching; Fakultät; Interviewing; Interviewtechnik; Forschungsleistung; Wandel; Self-efficacy; Selbstwirksamkeit; Fellowship; Stipendium; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung
Abstract	Purpose: To evaluate a peer-to-peer mentor research team model (PPMRTM) in building investigators' research skills (i.e., research methods and grant writing) at a historically Black college/university (HBCU) in the United States. Method: Three different theories (i.e., planned change, critical mass, and self-efficacy), contemporary study findings, and our personal experiences as HBCU-based investigators provided a useful framework for developing the PPMRTM and corresponding intervention components. Three faculty members (herein referred to as fellows) and 5 mentors participated in the study. A concurrent equal status mixed methods design was used to triangulate data collected from 2 different sources: (a) a mixed methods (i.e., qualitative and quantitative) Web-based survey and (b) telephone interviews. The data were analyzed using SPSS Version 22 and NVivo Version 10.0. Results: The findings indicated that mentors and fellows were satisfied with the mentorship relationship, the program design, and its processes. Fellows submitted, for the first time in their career, a research proposal to the National Institute on Disability, Independent Living, and Rehabilitation Research Minority Serving Institution-Field Initiated Program (Catalog of Federal Domestic Assistance [CFDA 84.133]; G-4 research or G-5 development) for competitive funding consideration. This was a core goal of the program. They also indicated that their confidence to conduct research improved. Conclusions: The results suggest that the PPMRTM could represent a promising conceptual framework for conducing mentorship at HBCUs and other minority-serving institutions to improve early career research scientists' research skills. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01