Frontiers in Education
Frontiers in Education(英文缩写 FRONT EDUC),ISSN 2504-284X,eISSN 2504-284X 是一本学术期刊。本页汇总该期刊的最新影响因子、分区信息以及最新收录于 PubMed 的文献,帮助您快速了解期刊全貌。
发文量统计区间：2025-10-01 至 2026-09-30，按本站收录文献的发表日期统计。
期刊介绍
Frontiers in Education 最新收录文献
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1. Student perceptions of STEM engagement and student-led learning in a biotechnology-focused honors course: a qualitative case study.
PMID:日期:2026-06-30"Honors 152: What is possible? Developments in Biotechnology" is a course tailored for introductory students of all majors to promote self-guided exploration of science, technology, engineering and mathematics (STEM). By introducing academic journal articles early in the semester and using authentic learning strategies, the course helps students grow more confident in exploring unfamiliar topics in biotechnology. Students demonstrate their learning through team presentations, mid-term examinations, and a final project, which involves independent research and presentations on chosen biotechnology topics. Rather than following detailed assignment requirements, the course scaffolds peer learning and student-selected inquiry to reduce perceived stress and encourage students to engage with unfamiliar biotechnology topics. To examine former students' perceptions of the course, we conducted a qualitative case study using open-ended survey responses from students across three recent cohorts. Responses highlighted the value of peer learning, increased comfort with complex or unfamiliar STEM topics, and lowered perceived stress relative to traditional course structures. In addition, several respondents also described a greater openness to STEM with a greater interest in pursuing undergraduate research or STEM coursework. These findings suggest that early Honors courses can serve as a model for an early-stage Honors intervention to provide meaningful opportunities for students to practice autonomy, inquiry, and scientific communication, while also identifying course design features that may be useful for other Honors STEM educators.
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2. Embodying well-being in research: key principles and praxis.
PMID:日期:2026-06-25Research increasingly points to well-being as a public priority, integral to the health of individuals and communities. In response to pressing societal challenges, many researchers seek to produce scientific knowledge that advances understanding and cultivation of well-being. Academic culture rightly uplifts the products of well-being research-the knowledge that improves people's lives. However, relatively less attention is paid to fostering well-being in the process of conducting such research. Indeed, recent research indicating high rates of anxiety and depression (20%-50%) amongst graduate students and postdocs, suggest a troubling paradox: that the prioritization of well-being research outcomes may come at the expense of researchers' own wellbeing. Early-career scholars, who assume substantial demands within the scientific enterprise, are especially impacted by this tradeoff. Yet, they are uniquely positioned to re-envision a praxis for research that embeds well-being in both its products and processes. Developed by an interdisciplinary coalition of early-career scholars, this perspective paper identifies key barriers to fostering well-being in research, and in turn, proposes four guiding principles and corresponding practices: 1) cultivate belonging, 2) center communities, 3) question cultural systems, and 4) embody cultural change. In turn, these principles aim to advance the societal impact of well-being research through community-based, participatory approaches that promote solidarity between researchers and communities historically excluded from the research enterprise.
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3. Implementation of hydroponic teaching and research platforms at primarily undergraduate institutions.
PMID:日期:2026-06-18Many primarily undergraduate institutions (PUIs) offer coursework in plant biology, agriculture, and environmental sciences but lack dedicated plant growth facilities and controlled-environment infrastructure. Hydroponic systems provide an indoor platform for year-round plant cultivation, hypothesis-driven experimentation, and integration with course-based undergraduate research experiences (CUREs). At our institution, commercial and custom-built hydroponic systems were integrated into existing teaching laboratories and maintained by faculty, laboratory staff, and undergraduate work-study students. This structure supported consistent growth conditions, repeated student-led experimentation, and practical training in plant cultivation and biotechnology. Based primarily on this institutional experience, this mini-review synthesizes pedagogical outcomes, implementation onsiderations, and funding pathways, highlighting hydroponic platforms as effective infrastructure for experiential, research-centered STEM education at PUIs.
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4. Testing a parent support intervention to improve success of first year students at a historically-Black University (HBCU).
PMID:日期:2025-08-14Intergenerational education mobility is one of the key dimensions of social mobility. Educational mobility is defined as the association between parents and children's educational attainment. Children born to parents with a college degree are more likely to graduate from college. On the other hand, first generation college students (i.e., students who have parents without a college degree) are less likely to go to college and are more likely to drop out of college compared to students with college-educated parents. Previous literature has suggested that parental involvement in higher education leads to improved student performance. Parents who did not attend college, on the other hand, might not have the knowledge to help their children navigate college. College students, especially in their freshman year, face many challenges, such as a heavier workload than is typical for high school and a distracting peer culture. At our Historically Black University, we developed a year-long communication plan targeted at parents of first-year students and aimed at boosting the educational cultural capital of parents and cultivating a supportive environment to enhance students' educational experiences and outcomes. One of our main goals was to help retain students in the academic pipeline in majors related to Science, Technology, Engineering and Mathematics (STEM), as well as the health sciences, while also motivating students to pursue graduate school or obtain a job in the field. The program has graduated 3 cohorts of parents of first year students. Applying a mixed method approach, including an online survey method and in-depth qualitative interviews, our results indicated that parents in the Parent University program benefited from the information acquired. Details about the intervention, the implications of our findings, and the lessons learned from program implementation are discussed.
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5. Correction: Factors associated with applying to graduate/professional degrees for students engaged in undergraduate research experiences at minority serving institutions.
PMID:日期:2025-08-11[This corrects the article PMC12574686.].
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6. A U.S. based survey of loan burden among anesthesia trainees and its impact on well-being.
PMID:日期:2025-07-23Loan burden presents a significant barrier for trainees in different medical fields. However, disparities in loan burden of anesthesia trainees of underrepresented in medicine (URiM), first-generation and female-identifying backgrounds have not been studied. Moreover, it is not known whether membership in these groups is associated with well-being or life decisions after controlling for loan burden. In this cross-sectional observational study, an online survey was disseminated by the American Society of Anesthesiologists (ASA) to anesthesia trainees in the United States (U.S.) from October to November 2022. Demographic information, Harvard Mental Health Continuum-Short Form (MHC-SF) well-being scores, and whether trainees perceive loan burden as delaying buying a house or having children were all collected. We evaluated associations between demographic group memberships, probability of having high loan burden, and delayed life decisions and well-being before and after adjusting for high loan burden. The study represents 952 of 6,502 U.S. trainees (14.6%). The respondents had a mean age of 31 years, and 385 identified as female (40.4%), 150 as URiM (15.8%), and 634 as first-generation college (FGC) trainees (66.6%). The proportion of trainees with high loan burden was higher in the URiM 138 (92.0%) and FGC groups 565 (89.1%). Trainees in the high loan burden group were more likely to delay having children (OR = 3.69, 95% Simultaneous Confidence Interval (SCI) 2.38-5.73) and delay buying a home (OR = 5.27, 95% SCI: 3.45-8.05). Once loan burden was adjusted for, many disparities persisted in associations: URiM delaying buying a home (OR = 2.14, 95% SCI: 1.01-4.54), FGC delaying buying a home (OR = 1.56, 95% SCI: 1.02-2.38), female-identifying delaying children (OR = 1.49, 95% SCI: 1.04-2.13) and female-identifying well-being (Diff = -3.47, 95% SCI: -5.83, -1.11). FGC and URiM anesthesia trainees have significantly higher odds of having high loan burden and continue to experience disparities in life decisions after controlling for loan burden. Female-identifying trainees have significantly higher odds of delaying childbearing and have lower well-being after controlling for loan burden.
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7. Factors associated with applying to graduate/professional degrees for students engaged in undergraduate research experiences at minority serving institutions.
PMID:日期:2025-06-08This study investigates the impact of undergraduate research experiences on applications to graduate and professional programs, particularly for underrepresented minority students at Minority Serving Institutions (MSIs). The study analyzes data collected at 10 MSIs participating in the NIH BUILD program to understand the relationship between research participation (in formal programs vs. informal research), student demographics, science self-efficacy, GPA, and application to advanced degree programs. Results indicate that undergraduate research participation, especially in formal programs for extended periods of time, positively influences applications to graduate/professional programs, with similar outcomes observed across underrepresented minority and non-minority students. Findings indicate that organized programs in biomedical research training significantly increase the probability of students applying to graduate or professional programs when programs span more than 12 months. This has implications for the design and implementation of biomedical research training programs, especially at MSIs.
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8. Viral vector-based transient expression systems for plant biotechnology research at PUIs.
PMID:日期:2025-06-01Traditional stable genetic transformation in plant biotechnology remains largely inaccessible at many Primarily Undergraduate Institution (PUIs) due to high costs, long timelines, and specialized facility demands. Viral vector-based transient expression systems offer an efficient and accessible alternative method that enables meaningful undergraduate research within a single academic term. These systems utilize plant virus-derived vectors (e.g., TMV or Geminivirus) to transiently express target genes, producing detectable recombinant proteins within 3-7 days. Requiring only basic lab tools, they align well with Course-based Undergraduate Research Experiences (CUREs), lab courses, and capstone projects. Students gain practical experience in gene cloning, agroinfiltration, protein or metabolite chemical analysis, while faculty benefit from increased research capacity and funding potential. This mini-review highlights the advantages, implementation strategies, and funding opportunities of viral vector-based transient expression systems at PUIs, underscoring their value in expanding access to synthetic biology, plant-based biomanufacturing, and interdisciplinary STEM education.
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9. Making strides in doctoral-level career outcomes reporting: a review of classification and visualization methodologies in graduate education.
9. 在博士级职业成果报告方面取得进展：研究生教育分类和可视化方法综述PMID:日期:2025-05-23The recent movement underscoring the importance of career taxonomies has helped usher in a new era of transparency in PhD career outcomes. The convergence of discipline-specific organizational movements, interdisciplinary collaborations, and federal initiatives has helped to increase PhD career outcomes tracking and reporting. Transparent and publicly available PhD career outcomes are being used by institutions to attract top applicants, as prospective graduate students are factoring in these outcomes when deciding on the program and institution in which to enroll for their PhD studies. Given the increasing trend to track PhD career outcomes, the number of institutional efforts and supporting offices for these studies have increased, as has the variety of methods being used to classify and report/visualize outcomes. This report comprehensively synthesizes existing PhD career taxonomy tools, resources, and visualization options to help catalyze and empower institutions to develop and publish their own PhD career outcomes. Similar fields between taxonomies were mapped to create a new crosswalk tool, thereby serving as an empirical review of the career outcome tracking systems available. Moreover, this work spotlights organizations, consortia, and funding agencies that are steering policy changes toward greater transparency in PhD career outcomes reporting. Such transparency not only attracts top talent to universities, but also propels research progress and technological innovation forward. Therefore, university administrators must be well-versed in government policies that may impact their PhD students. Engaging with government relations offices and establishing dialogues with policymakers are crucial steps toward staying informed about relevant legislation and advocating for more resources. For instance, much of the recent science legislation in the U.S. Congress, including the Creating Helpful Incentives to Produce Semiconductors (CHIPS) and Science Act, significantly impacts federal agency programs influencing universities. To ensure sustained development, it is imperative to support initiatives that enhance transparency, both in terms of legislation and resources. Increased funding for programs supporting transparency will aid legislatures and institutions in staying informed and responsive. Many efforts presented in this publication have received support from federal and state governments or philantrophic sources, underscoring the need for multifaceted support to initiate and perpetuate this level of systemic change.
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10. Understanding the complexities of financial support for students in grant-funded STEMM training programs.
PMID:日期:2025-04-29There are lessons to be learned from campuses providing financial support to students involved in grant-funded science, technology, engineering, mathematics, and medicine (STEMM) training initiatives. We examine students' perspectives on financial support from the Building Infrastructure Leading to Diversity (BUILD) program, funded by the National Institutes of Health. We analyzed qualitative data collected from 122 BUILD undergraduate participants during site visits to the 10 NIH-sponsored BUILD programs using generic qualitative inquiry. Using Social Cognitive Career Theory (SCCT) to guide qualitative data analysis, we found that students perceived BUILD funding to reduce financial stress and increase access to career training; however, the impact of aid was hampered by limitations in funding and financial aid processes. Findings from this study reveal that financial support from BUILD often facilitated college entry and participation in biomedical research training experiences for students. While students viewed financial support as beneficial to their academic and professional trajectory, they also noted challenges with financial aid processes on campus. This study has implications for federal funding agencies, foundations, and higher education institutions, specifically in developing innovative disbursement processes to improve support and to reduce unintended harmful consequences for student recipients.