Current Issue: PURM 13.1
Special Issue: The Future of Undergraduate Research Mentoring
Letter from the Guest Editors for Issue 13.1
Eric Hall, Ph.D.
Assistant Provost for Scholarship and Creative Activity and Professor of Exercise Science, ÂÒÂ×ÊÓƵ
Jessie Moore, Ph.D.
Director of the Center for Engaged Learning and Professor of English, ÂÒÂ×ÊÓƵ
Maureen Vandermaas-Peeler, Ph.D.
Director of the Center for Research on Global Engagement andÌýProfessor of Psychology, ÂÒÂ×ÊÓƵ
Invited Viewpoint
Ìý
Abstract: This paper examines the impact of culturally responsive mentoring in undergraduate research at California State Polytechnic University, Pomona. It highlights a multi-level mentoring framework—faculty, program staff, and peer mentors—that fosters academic success, culturally responsive practices, and professional development for underrepresented students, providing a guide for equity-minded practices in higher education.
Keywords: Undergraduate research, Hispanic-serving institutions, student mentoring, higher education
Everardo Barraza, Ph.D.,ÌýCalifornia State Polytechnic University, Pomona
Winny Dong, Ph.D., California State Polytechnic University, Pomona
Research Article
Abstract: This article provides perspectives from two summer research programs providing STEM-focused research experiences for undergraduate students from underrepresented student populations. While one site focused on marine biology and another site focused on the engineering sciences, both sites prioritized student-faculty interaction, academic self-efficacy, and student engagement, gathering data to better understand their lived experiences in a new educational and research setting. Drawing from both programs, the authors provide a look forward to the future of collaborative research experiences for undergraduate students.
Keywords: Undergraduate researchers; STEM research; community partnerships; student-faculty interaction
William L. Sterrett, Ph.D., Baylor University
Rishi Sriram, Ph.D., Baylor University
James Stocker, Ph.D., University of North Carolina Wilmington
Nathaniel Grove, Ph.D., Penn State University
Paul G. Allison, Ph.D., Baylor University
J. Brian Jordon, Ph.D., Baylor University
Sandi Cooper, Ph.D., Baylor University
Garritt J. Tucker, Ph.D., Baylor University
Trevor J. Fleck, Ph.D., Baylor University
Jess Boersma, Ph.D., University of North Carolina Pembroke
Research Article
Abstract: This case study outlines an evolving culturally and structurally responsive STEM mentorship program for historically minoritized undergraduate students. Through collaboration among partner institutions, program development, and evaluation of practices that center student voices, this program continues to evolve and impact emerging STEM scholars and their institutions.
Keywords: Mentoring, STEM, student voices, undergraduate research, cultural and structural responsiveness
*Traven Cargill, M.N.S.E., Purdue University
*Emily Hutton, B.S., Purdue University
Kris Acheson, Ph.D., Purdue University
Joyce Ache Gana, Ph.D., Chicago State University
Red Lhota, Ph.D., Chicago State University
Kristy Mardis, Ph.D., Chicago State University
Jacquelyn Thomas-Miller, Ed.D., Purdue University
Stephanie M. Gardner, Ph.D., Purdue University
* denotes co-first authors
Research Article
Abstract: Extending beyond traditional models, relational mentors endeavor to support mentee’s professional skills, boost career success, and dedicate significant attention to mutual authenticity, empathy, engagement, and empowerment in the relationship. Here, we share reflections on the positive impact of relational mentoring in undergraduate research using accounts from our mentees and ourselves.
Keywords: Relational mentoring, mentoring constellation, salient practices, undergraduate research
Sabrina L.ÌýPerkins, Ph.D., ÂÒÂ×ÊÓƵ
Maureen Vandermaas-Peeler, Ph.D., ÂÒÂ×ÊÓƵ
Dialogue
Abstract: Mentored undergraduate research and high-impact educational practices offer academic enrichment, professional development, and deeper personal relationships. This article discusses making these projects more inclusive, particularly within humanities and social sciences. The authors draw on their experiences with mentored research and offer suggestions for effective practices in designing and implementing projects.
Keywords: Mentored undergraduate research, high-impact educational practices, humanities, social sciences, inclusive mentorship
Kirsten M. Drickey, Ph.D., Western Washington University
MarÃa José Palacios Figueroa, George Mason University
Jordan Sandoval, Ph.D., Western Washington University
Brahm VanWoerden, Ferndale High School
Dialogue
Abstract: Psychological safety is a term most often used in the workplace. However, it can be a powerful and simple tool to assess mentoring relationships. This article describes psychological safety, how it can be used by mentors to reflect on the environment of their research teams, from a team of 2 to large teams of 20 or more, and provides case studies to illustrate barriers related to mentoring that can potentially be improved through the use of psychological safety.
Keywords: Psychological safety, mentoring, teamwork
Kenneth Lamb, Ph.D., Cal Poly Pomona
Winny Dong, Ph.D., Cal Poly Pomona
Dialogue
Abstract: Students as partners in teaching and learning pedagogies recognize students’ expertise in understanding their learning experiences and center that expertise in research and practice. Students as partners offers a framework for collaborating with students to make the hidden curriculum of undergraduate research visible and to decode it for future students.
Keywords:ÌýHidden curriculum, students as partners, partnership
Sophie Miller, Purdue University
Jessie L. Moore, Ph.D., ÂÒÂ×ÊÓƵ
Annelise Weaver, ÂÒÂ×ÊÓƵ
Tiffanie Grant, ÂÒÂ×ÊÓƵ
Kira Campagna, ÂÒÂ×ÊÓƵ
Azul Bellot, ÂÒÂ×ÊÓƵ
Dialogue
Abstract: Undergraduate research experiences greatly impact student achievement, as recognized by a growing number of PUIs. Maintaining productive research at a PUI can be challenging. Taking a student-centered approach in managing an undergraduate lab benefits undergraduates while aligning with the PUI’s mission statement and promotion and tenure requirements.
Keywords: PUI, Undergraduate Research, student-centered, promotion and tenure
Vincent M. Rossi, Ph.D., Utah Valley University
Dialogue
Abstract: This article examines the impact of generative AI on mentorship, with a focus on human service and research sectors. As a model, we identify guidelines for the use of generative AI in psychology, followed by a discussion of applications, challenges, recommendations, and resources to support faculty mentors across disciplines.
Keywords:ÌýGenerative AI, AI, artificial intelligence, research mentorship, supervision
William B. Schreiber, Ph.D., ÂÒÂ×ÊÓƵ
Lucille Waagen, Ph.D., University of North Dakota
Dialogue
Abstract: U-GROW is a partnership between Cedars-Sinai Cancer and California State University that uses constellation mentoring to prepare underrepresented students for cancer research careers. This paper focuses on its week-long Summer Institute. Key elements include cultural affirmation, near-peer mentoring, and supportive networks. Results indicate increased student confidence and sense of belonging in research.
Keywords: Mentorship constellation, cultural affirmation, underrepresented students, scientific communication, pipeline program, cancer disparities
Annalyn Valdez-Dadia, Dr.P.H., Cedars-Sinai Cancer
Darrah Goo Kuratani, Ph.D., Cedars-Sinai Cancer
Katherine Isokawa, Ph.D., Cedars-Sinai Cancer
Patrick D. Patterson, Ed.D., Cedars-Sinai Cancer
Patricia Thompson, Ph.D., Cedars-Sinai Cancer
Research Article (General submission)
Abstract: Undergraduate research and research-related activities have been linked to positive academic outcomes, including graduation. We examined how factors including academic self-efficacy, sense of belonging, mentoring relationships and students’ perceptions of the utility of education influenced academic outcomes for a sample of 554 undergraduate students at a Hispanic Serving Institution. Results indicate that students who participate in undergraduate research report greater academic self-efficacy and sense of belonging than students who do not participate in undergraduate research. Both academic self-efficacy and sense of belonging alone partially mediate the effect of research participation on graduation. However, when both factors were included in a single mediation model, academic self-efficacy was the only significant mediator of the relationship. Implications for the design of undergraduate research programs are discussed.
Keywords: academic self-efficacy, sense of belonging, undergraduate research, intrinsic value, mentoring, graduation, underrepresented minority
Monique Matelski,ÌýCobblestone Applied Research & Evaluation, Inc.
Courtney Koletar,ÌýCobblestone Applied Research & Evaluation, Inc.
David M. Mendelsohn,ÌýCobblestone Applied Research & Evaluation, Inc.
Winny Dong, Ph.D.,ÌýCalifornia State Polytechnic University, Pomona
Rebecca M. Eddy,ÌýCobblestone Applied Research & Evaluation, Inc.
Everardo Barraza, Ph.D.,ÌýCalifornia State Polytechnic University, Pomona